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Philosophical Perspectives on Teacher Education presents a series of well-argued essays about the ethical considerations that should be addressed in teacher training and educational policies and practices. * Brings together philosophical essays on an underserved yet urgent aspect of teacher education * Explores the kinds of ethical considerations that should enter into discussions of a teacher's professional education * Illuminates the knowledge and understanding that teachers need to sustain their careers and long-term sense of well being * Represents an important resource to stimulate contemporary debates about what the future of teacher education should be  

\"Philosophical Perspectives on Teacher Education presents a series of well-argued, thought-provoking essays that point to the ethical considerations that should be addressed when proposing and implementing teacher training and educational policies and practices\"-- Provided by publisher.

Seventy per cent of newly qualified secondary teachers say that they are well-prepared for certain aspects of teaching their specialist subject - such as planning, selecting resources and assessing their own teaching - and yet feel very much less prepared in other professional areas. This second edition tackles all the issues that new teachers find difficult. It builds on the skills and knowledge they will have learned on their initial teacher education or PGCE course and offers a planned process of professional development and includes chapters on: managing yourself and your workload working as part of a team developing teaching and learning strategies challenging behaviour in the classroom assessing, recording and reporting values and Citizenship Education the school sixth form and the growth of vocational qualifications continuing professional development. The book can be used either as a stand alone companion for newly qualified teachers, or as a follow-on from the editors' successful text book, Learning to Teach in the Secondary School , also published by Routledge. Introduction Part 1: Being a Teacher 1. From Trainee to Newly Qualified Teacher; Your Immediate Professional Needs 2. Managing Yourself and your Workload 3. Working as Part of a Team Part 2: Establishing Your Teaching Role 4. PSHE and Your Pastoral Role 5. Developing Teaching and Learning Strategies 6. Improving the Effectiveness of Your Teaching 7. Challenging Behaviour in the Classroom: Learning to Cope Part 3: Consolidating Your Teaching Role 8. Assessing, Recording and Reporting 9. Language and Learning in the Classroom 10. Towards a Better Understanding of the Needs of the Pupils who have Difficulties in Accessing Learning 11. Key Skills 12. Values and Citizenship Education 13. Using Information and Communication Technologies in the Classroom and for Administration 14. Preparing Pupils for Public Examinations: Developing Study Skills 15. The School Sixth Form and the Growth of Vocational qualifications Part 4: Moving On 16. Becoming Research literate 17. Continuing Professional Development Susan Capel is Professor and Head of Department of Sport Sciences at Brunel University. Ruth Heilbronn is Lecturer in Education at the Institute of Education, University of London. Marilyn Leask is Head of Effective Practices and Research Dissemination for Initial Teacher Training at the Teacher Training Agency in England. Tony Turner is now retired but was previously Senior Lecturer in Education at the Institute of Education, University of London. 'What you get from this broad academic perspective is an authentic picture of school life, much of it supported by research evidence ... The overall strength of the book is the ambitious range of topics, which even includes a couple of paragraphs on confronting technophonbia.' – TES

Sources of tension and difficulty reside in teachers’ daily work when it is situated in what is widely acknowledged to be an audit culture. Personalisation is promoted as a means to enable each individual pupil to learn. This may seem familiar to many teachers, who have their own tried and trusted means to differentiate teaching in order to tailor their lessons to individual pupils. Teachers’ difficulties in trying to attend to all students, particularly in large classes, are exacerbated when they are expected to plan lessons from a prescriptive work scheme. These generally contain specified outcomes for lessons and technical guidance on learning objectives, outcomes and assessment opportunities. Much of the advice underlying the lesson planning may be sound, such as pupils being clear about what they are learning and why. To resist the demands of technical rationality requires strategic competence.

The starting point of this thesis is that the current, standards-based model of teacher training in England is predominantly instrumentalist in its application of ‘technical rationality’ and unsuited to the formation of teachers. Teachers need to develop an exercise practical knowledge and understanding, which involves a complex relationship between theory and practice, practical judgement and engagement with teachers’ qualities and dispositions. The concept of reflection, often invoked as a means of developing practical knowledge and judgement in teaching, is an underdetermined concept. A conception of ‘well-grounded reflection’ is needed to illuminate reflection’s contributions to the development of practical judgement. This thesis further argues, with reference to Dewey, that practical judgement is underpinned with theoretical and technical knowledge, made meaningful to each individual teacher through the practice of teaching. Grounded reflection on that teaching enables deeper understandings of the practice. A view of knowledge based on technical rationality cannot encompass the requisite depth and wealth of understanding. The term ‘practiceship’ is introduced to encompass the necessary conditions for the formation of teachers in the current context. It is argued that in order for a practiceship, model to be fully implemented, the current standards would need to be slimmed down, to become broad outlines of aspects of good teacherliness at a basic level, and enriched with other modes of assessment. These modes rely on trusting the practical judgement of the tutors and mentors and acknowledging that teachers work as professionals, highly skilled workers within communities of practice, in which their practical judgement is developed. The thesis draws on the account of practical judgement in teaching to consider some practical implications for teachers using educational research, and for the assessment of trainees and new teachers.

Abstract Research suggests that parentally bereaved children are likely to experience lower academic success and may need long-term support through tertiary education. Gender matters — boys bereaved of fathers and girls bereaved of mothers are at increased risk. Boys also exhibit higher levels of emotional and behavioural issues following bereavement. Age is another factor and exam results of children bereaved before the age of five or at twelve are significantly more affected than those bereaved at other ages. Circumstances affecting these achievements concern the relationship between the child’s emotional state and how it plays out in behaviour and motivation in school. Significantly, Freddie Pargetter, the subject of the chapter, has a twin sister, Lily. The twins had just turned 12 when their father was killed. Comparing the twins’ General Certificate of Education (GCSE) results fits the research patterns — Lily managed well and Freddie did not. Freddie recognises that the academic environment of Felpersham Cathedral School did not support him well and chooses Borchester FE College to continue his studies. This choice raises controversy in the family, indicative of well-rehearsed, real-world educational arguments. Social media responses to other Archers plot lines reveal the extent of how educational issues in the programme resonate with listeners.

Everyone focuses on recruiting new teachers, only to lose them in the first few years. It is because they look at their older colleagues and say to themselves: \"I don't want to be like him/her in 20 years' time\". If you don't want to become a head or deputy you are faced with a very narrow outlook with no break from classroom teaching and countless initiatives and distractions. And that's not even to mention the pay. I have many friends who teach, and exactly the same attitude applies: the good ones (the majority) are positive, caring and like their jobs and realise nothing comes easy. The duff ones are vociferous in their condemnation of anyone who demands high standards and hard work and they will move on, which in the long run is to the benefit of the teaching profession. * Your headline was quite alarming. However, on reading the accompanying article, I eventually (paragraph 11) discovered that more than half of these teachers were actually expecting to retire. But I suppose a headline proclaiming \"A sixth of teachers plan to quit\" doesn't have quite the same punch. More accuracy, but less punch.