Hazel Bryan – författare

Your teacher training or professional development course will now probably include Masters level assessment and credits as teaching ′becomes an M-level profession′ and a greater emphasis is placed on helping teachers develop deeper understandings about aspects of learning and teaching through a higher level of critical reflection.

This book will guide you through the various different aspects of doing M-level work at either primary or secondary stage, and help you to develop a deeper professional understanding.

Your ability to research and understand learning environments will form a key part of making you an inquisitive and better teacher, and engagement with research underpins the book.

Chapters include primary and secondary vignettes and examples to help link theory into practice, as well as reflective questions, activities and suggestions for further reading.

This book is relevant to all trainee and qualified teachers working across the age ranges of 7-19.

The notion of Britishness and national identity have rarely been examined with such intensity in education and society as they are today. Although the requirement to promote a sense of nationhood in schools is not a new one, the politicised nature of the values associated with Britishness and the security agenda in which schools now operate has intensified greatly in recent years.  This timely book provides a critical analysis of the statutory requirements to promote Fundamental British Values in schools, universities and other childcare groups in the UK. It begins by charting the development of Britishness and British values in the post-war period and highlights how even in the recent past British values have been understood and executed in policy in relation to schools in very different ways. In the past Britishness and national identity was either assumed or conveyed through the employment of cultural forms; it is only now that Britishness in education, in the form of fundamental British values is articulated through explicitly political language.The book continues by examining the impact of fundamental British values on teacher professionalism. It will show how the legislation and policy that structures the way teachers (and other educators) must engage with fundamental British values works to reposition the status of teachers in the public sphere. Teacher’s work and relationship with the state is recast so that personal political and individual acts are now situated within the remit of state control and legislation. The concept of Liquid Professionalism is promoted as a form of teacher professionalism for these securitised times.

The notion of Britishness and national identity have rarely been examined with such intensity in education and society as they are today. Although the requirement to promote a sense of nationhood in schools is not a new one, the politicised nature of the values associated with Britishness and the security agenda in which schools now operate has intensified greatly in recent years.  This timely book provides a critical analysis of the statutory requirements to promote Fundamental British Values in schools, universities and other childcare groups in the UK. It begins by charting the development of Britishness and British values in the post-war period and highlights how even in the recent past British values have been understood and executed in policy in relation to schools in very different ways. In the past Britishness and national identity was either assumed or conveyed through the employment of cultural forms; it is only now that Britishness in education, in the form of fundamental British values is articulated through explicitly political language.The book continues by examining the impact of fundamental British values on teacher professionalism. It will show how the legislation and policy that structures the way teachers (and other educators) must engage with fundamental British values works to reposition the status of teachers in the public sphere. Teacher’s work and relationship with the state is recast so that personal political and individual acts are now situated within the remit of state control and legislation. The concept of Liquid Professionalism is promoted as a form of teacher professionalism for these securitised times.

The notion of Britishness and national identity have rarely been examined with such intensity in education and society as they are today. Although the requirement to promote a sense of nationhood in schools is not a new one, the politicised nature of the values associated with Britishness and the security agenda in which schools now operate has intensified greatly in recent years.  This timely book provides a critical analysis of the statutory requirements to promote Fundamental British Values in schools, universities and other childcare groups in the UK. It begins by charting the development of Britishness and British values in the post-war period and highlights how even in the recent past British values have been understood and executed in policy in relation to schools in very different ways. In the past Britishness and national identity was either assumed or conveyed through the employment of cultural forms; it is only now that Britishness in education, in the form of fundamental British values is articulated through explicitly political language.The book continues by examining the impact of fundamental British values on teacher professionalism. It will show how the legislation and policy that structures the way teachers (and other educators) must engage with fundamental British values works to reposition the status of teachers in the public sphere. Teacher’s work and relationship with the state is recast so that personal political and individual acts are now situated within the remit of state control and legislation. The concept of Liquid Professionalism is promoted as a form of teacher professionalism for these securitised times.

Experienced practitioners, theologians and academics reflect on the Christian voice as it engages in education today. At a time of national uncertainty for RE, questions about faith-based schools and the place of religious belief in the public arena, this volume is a resource for school and university teachers, head teachers, chaplains, governors, diocesan officers, concerned parents educationalists. It offers:•a frank discussion about the tensions in bringing faith into the open in current educational contexts.•theological reflection of Christian engagement in the public place •a creative exploration of the future for Christian engagement in education. It also considers the tensions inherent in practising Christian faith within a secular context and in multi-faith contexts. It aims to generate new confidence that will encourage the practice and contribution of faith-based thinking in schools.

Experienced practitioners, theologians and academics reflect on the Christian voice as it engages in education today. At a time of national uncertainty for RE, questions about faith-based schools and the place of religious belief in the public arena, this volume offers a creative exploration of the future for Christian engagement in education.