Professional issues for primary teachers - download pdf or read online

By Ann Browne; Derek Haylock

ISBN-10: 1848604912

ISBN-13: 9781848604919

Addressing the foremost expert matters confronted by means of scholars on instructor education classes & through working towards basic lecturers, the members set out the calls for made by way of mom and dad, the kids themselves, govt organisations, society & the occupation in England. fundamental schooling in England -- the varsity atmosphere -- academics' values perform in basic colleges -- educating as a career -- fundamental college academics and the legislation -- university governors -- mom and dad and lecturers operating jointly -- the first teacher's accountability for pastoral care -- detailed academic wishes in mainstream fundamental faculties -- instructing and studying in precise faculties -- talented and proficient students in basic faculties -- Gender concerns in basic colleges -- schooling for a multicultural society -- own, social and wellbeing and fitness schooling -- religious improvement, ethical improvement and citizenship schooling -- faith within the basic tuition context -- Induction into the career

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Current practice in many primary school classrooms is such that at different stages of the day pupils may, for example, find themselves: ● seated on a carpeted area around the teacher and a whiteboard; ● in their seats, facing the front, receiving instructions, responding to questions, receiving input from the teacher; ● working on their own on a written or practical task; ● working with a partner on a written or practical task; ● working with a small group on a collaborative task; ● working within an ability group for a particular subject on differentiated tasks; ● engaging in structured or semi-structured play activities; ● engaging in free choice play activities; ● demonstrating or showing something to the rest of the class; ● watching a television programme or video recording or a data projection; or ● taking part in Circle Time (see Chapters 8, 14 and 15).

This is clearly a tall order for even the most dedicated and ambitious teacher. However, it is to be hoped that in raising these issues and investigating the history and future of school learning environments, I will have prompted teachers to do what they can on a daily basis to develop the aspects of the school environment for which they are responsible. One thing which all the researchers and commentators mentioned in this chapter agree on is that the school environment is a crucial factor in successful teaching and learning.

What sort of difference do educators want to make; what are we trying to achieve and why? More specifically, given that becoming educated entails learning, what should children be learning? My intention in this chapter is to show why these questions are important and to discuss some ways of thinking about them, from a philosophical perspective. They are the kinds of questions that have occupied educationalists, philosophers and thinkers since at least as far back as Plato. , 2000). Values in Educational Policy and Practice Values and policy This lack of discussion about what education is for does not mean that education is no longer underpinned by values, only that values may remain implicit rather than explicit; unexamined and unchallenged.

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