By Wendy Robinson
This ground-breaking ebook uncovers a hidden heritage of the pro develop¬ment of serving academics. Drawing on hitherto unpublished archive fabric, Wendy Robinson unearths an op¬timistic and liberal age of excessive category meetings within the Twenties and Thirties, in Lon¬don resorts and Oxford schools, loose from govt keep watch over, the place lecturers from around the kingdom and in a foreign country, accrued for pro, highbrow and cultural 'refreshment'. The prestige connected to those events used to be signified by way of the celebs who graced them, together with royalty, public intellectuals, academic practitioners and politicians. Professor Robinson then exhibits how post-war education grew to become extra instrumental, taken over by means of the Ministry of schooling with its centrally-prescribed complicated classes, and, from 1970, via neighborhood schooling professionals' invention of ap¬parently democratic lecturers' Centres. This research is complemented by means of face-to-face interviews with lecturers and different practitioners as soon as energetic in expert improvement. interesting, particular inter¬views brilliantly seize academics' lived event improvement and its effect on their educating, profession improvement identification. clean and unique, lucidly written by means of one of many prime historians of schooling in Britain, A studying career? is vital and interesting interpreting for these inter¬ested within the improvement of a instructing occupation.
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Extra resources for A Learning Profession?: Teachers and their Professional Development in England and Wales 1920–2000
2003). Pupil teachers and their professional training in pupil teachers centres in England and Wales, 1870–1914. New York, NY: Edwin Mellen Press. 118. 119. Ibid. 119–120. 120. Ibid. 120–121. 121. 101. 102. BoE, Annual Report, 1929–30, p. 56. BoE, Annual Report, 1933–34, p. 60. BoE, Annual Report, 1934–35, p. 65. BoE, Annual Report, 1937–38, p. 48. BoE, Annual Report, 1929–30, p. 57. 57. Ibid. 123. 48. NATIONAL POLICY MAPPING 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 Ibid.
Education: A framework for expansion. London: HMSO. Crook, ‘Universities, teacher training, and the legacy of McNair 1944–94’. See an overview of this international field, for example, in Day, C. & Sachs, J. (2004). International handbook on the continuing professional development of teachers. Maidenhead: Open University Press. For further discussion of these schemes see for example: Moreland, N. (1988). ‘Grist to the mill: emergent practices and problems in the grant-related in-service training system – a perspective from a providing institution’, Innovation in Education and Training International, 25(2), 129–135; Burgess, R.
The social and cultural dimensions of trainer training’, Journal of Education for Teaching, 28(2), 165–178; Gilpin, A. (1997). ’, in I. ), Learning to train: Perspectives on the development of language teacher trainers. Hemel Hempstead: Prentice Hall; Hayes, D. (2000). ‘Cascade training and teachers’ professional development’, English Language Teaching Journal, 54(2), 135–145. 154. See Aldrich, R. , & Watson, D. (2000). Education and employment: The DfEE and its place in history. London, UK: Institute of Education, University of London, p.
A Learning Profession?: Teachers and their Professional Development in England and Wales 1920–2000 by Wendy Robinson