By Wendy Robinson
This ground-breaking publication 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 Drawing on hitherto unpublished archive fabric, Wendy Robinson unearths an op¬timistic and liberal age of excessive classification meetings within the Twenties and Thirties, in Lon¬don resorts and Oxford faculties, loose from govt keep watch over, the place academics from around the nation and in a foreign country, collected 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 exhibits how post-war education turned extra instrumental, taken over by means of the Ministry of schooling with its centrally-prescribed complicated classes, and, from 1970, by means of neighborhood schooling gurus' invention of ap¬parently democratic academics' Centres. This research is complemented by means of face-to-face interviews with academics and different practitioners as soon as energetic in expert improvement. attention-grabbing, designated inter¬views brilliantly trap academics' lived adventure improvement and its impression on their instructing, profession improvement identification. clean and unique, lucidly written via one of many major historians of schooling in Britain, A studying career? is vital and fascinating analyzing for these inter¬ested within the improvement of a instructing career.
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Additional resources for A Learning Profession?: Teachers and their Professional Development in England and Wales 1920–2000
58)). 50. 70. 49. Ibid. 60. TNA, ED 22/129, Memo to Inspectors TC No. 65, dated 23/7/1923. Ibid. Ibid. 58. 77. TNA, ED 22/129, Memo to Inspectors TC No. 65, dated 23/7/1923. 9. Ibid. 2. , pp. 33–34. , & Cunningham, P. (2004). Becoming teachers: Texts and testimonies 1907–1950. ; Robinson, W. (1993). ‘Pupil teachers: the Achilles heel of higher grade schools 1882–104’, History of Education, 22(3), 241–53; Robinson, W. (1996). ‘‘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.
5. 7. 5. 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.
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. (1993). Implementing in-service education and training. London, UK: Routledge; Bridgwood, A. (1996). ‘Consortium collaboration: the experience of TVEI’, in D. Bridges & C. ), Consorting and collaborating in the education market place. London, UK: Falmer Press; Gleeson, D.
A Learning Profession?: Teachers and their Professional Development in England and Wales 1920–2000 by Wendy Robinson