A Learning Profession?: Teachers and Their Professional by Wendy Robinson

By Wendy Robinson

This ground-breaking e-book uncovers a hidden historical past of the pro develop¬ment of serving lecturers. Drawing on hitherto unpublished archive fabric, Wendy Robinson unearths an op¬timistic and liberal age of excessive type meetings within the Nineteen Twenties and Nineteen Thirties, in Lon¬don motels and Oxford schools, loose from executive regulate, the place lecturers from around the state and in a foreign country, amassed for pro, highbrow and cultural 'refreshment'. The prestige connected to those events was once signified through the celebs who graced them, together with royalty, public intellectuals, academic practitioners and politicians. Professor Robinson then indicates how post-war education turned extra instrumental, taken over via the Ministry of schooling with its centrally-prescribed complicated classes, and, from 1970, by way of neighborhood schooling experts' invention of ap¬parently democratic academics' Centres. This research is complemented through face-to-face interviews with lecturers and different practitioners as soon as energetic in specialist improvement. attention-grabbing, special inter¬views brilliantly catch lecturers' lived adventure improvement and its effect on their instructing, occupation improvement id. clean and unique, lucidly written by way of one of many top historians of schooling in Britain, A studying occupation? is key and fascinating interpreting for these inter¬ested within the improvement of a educating career.

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6. 11, 14–16. 16. 7. 9. Ibid. 5. 151; DES, (1972). 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.

12. 12. 6. 11, 14–16. 16. 7. 9. Ibid. 5. 151; DES, (1972). 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.

Expert and novice’ in the pupil teacher system of the later nineteenth century’, Journal of Educational Administration and History, 28(2), 129–141; Robinson, W. (1999). “In search of a plain tale”: rediscovering the champions of the pupil-teacher centres 1900–1010’, History of Education, 28(1), 53–72; Robinson, W. (2002). ‘Towards a bi-centenary review? Historiographical reflections on the 1902 Education Act’, Oxford Review of Education, 28(2), 159–172; Robinson, W. (2003). Pupil teachers and their professional training in pupil teachers centres in England and Wales, 1870–1914.

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