By Ann Browne; Derek Haylock
Addressing the main specialist concerns confronted through scholars on instructor education classes & through training fundamental lecturers, the members set out the calls for made via mom and dad, the youngsters themselves, govt companies, society & the occupation in England. basic schooling in England -- the varsity atmosphere -- lecturers' values perform in fundamental colleges -- educating as a career -- basic institution academics and the legislation -- institution governors -- mom and dad and academics operating jointly -- the first teacher's accountability for pastoral care -- certain academic wishes in mainstream fundamental colleges -- educating and studying in exact colleges -- proficient and proficient students in basic colleges -- Gender matters in fundamental colleges -- schooling for a multicultural society -- own, social and healthiness schooling -- non secular improvement, ethical improvement and citizenship schooling -- faith within the fundamental university context -- Induction into the career
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Extra info for Professional issues for primary teachers
Qxd 13-Mar-04 7:04 PM Page 19 The School Environment 19 Generalizations may be made about what school buildings of various periods are like in terms of their structure and design. Victorian primary schools are characterized by high windows and ceilings, with regularly sized classrooms connected to the main school hall by corridors. Primary schools built in the second half of the twentieth century often contain a large amount of open space. Many of these schools were designed originally to support an open-plan teaching philosophy which broke down the traditional model of one teacher working all the time behind closed doors with one class.
All of us acquire know-how about what to do and how to do it from being part of these cultural groups, without necessarily being aware of what gives our actions meaning and point. This does not imply that our actions are devoid of value. On the contrary, these cultural groups sustain the frameworks of values in which our actions have meaning and point. These collective values and meanings are implicit in what we do. qxd 13-Mar-04 7:04 PM Page 35 Teachers’ Values and Professional Practice in Primary Schools 35 teacher working with Tamsin responds to her in a routine way, it is because they are familiar with this sort of situation and with what children like Tamsin need, and they know what to do.
It might be argued that the kinds of decisions that rest on values are best left to those with designated responsibility, such as policy-makers. In the example above, the argument might go, it is the job of teachers to meet the demands of achieving the given targets however they can, rather than to question their existence in the first place. The wider debate should be engaged in by politicians, academics or by the public at large, perhaps, but need not be the concern of teachers. There are two sorts of reason why this might be seen as a reasonable response, one practical and one ethical.
Professional issues for primary teachers by Ann Browne; Derek Haylock