Re-Making Teaching (häftad)
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Format
Häftad (Paperback / softback)
Språk
Engelska
Antal sidor
232
Utgivningsdatum
1998-09-01
Förlag
Routledge
Medarbetare
Shacklock, Geoffrey
Illustrationer
1 Tables, black and white
Dimensioner
229 x 152 x 13 mm
Vikt
345 g
Antal komponenter
1
Komponenter
2:B&W 6 x 9 in or 229 x 152 mm Perfect Bound on Creme w/Gloss Lam
ISBN
9780415186919

Re-Making Teaching

Ideology, Policy and Practice

av Geoffrey Shacklock, John Smyth
Häftad,  Engelska, 1998-09-01
376
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Dramatic, profound and far-reaching changes are being visited on schools worldwide that have their genesis a long way from the classroom but which impact heavily on teachers and their work. Most of this reform has been achieved with little or no involvement of teachers themselves. This book sets out to survey the contemporary context of what is happening to the work of teaching, and focuses on Advanced Skills Teachers. It shows how teachers are 'speaking' the changes that are occuring to their work in protracted economically rationalist times. Arguing against the discourses of economy as the major shaping force, the authors present a persuasive case for focusing on the discourses of teaching itself as the only feasible and adequate basis on which to make sense of teaching. And by presenting a range of voices of practising teachers - allowing them to speak for themselves about the difficulty of trying to translate policy-makers' intentions into words and actions - the book graphically illustrates the devastating long-term consequences for the future of schools of poorly-conceptualised reform policies.
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Geoffrey Shacklock, John Smyth

Recensioner i media

'A refreshing break from the welter of publications locked into the ideology of technocracy.' - Leslie Bash, Anglia Polytechnic University

Övrig information

John Smyth is Professor of Teacher Education and Director of the Flinders Institute for the Study of Teaching, where Geoffrey Shacklock is a Research Associate.

Innehållsförteckning

1 Preliminaries 2 Scoping the wider landscape 3 Teaching under (re-)construction 4 Teachers doing their economic work 5 Managing the preferred teacher 6 Interrupting the dominant view 7 Letting the preferred teacher speak 1548 Conclusion Rejecting economic palimpsests of teachers work

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