A Learning Profession?: Teachers and their Professional by Wendy Robinson
By Wendy Robinson
This ground-breaking publication uncovers a hidden historical past of the pro develop¬ment of serving academics. Drawing on hitherto unpublished archive fabric, Wendy Robinson finds an op¬timistic and liberal age of excessive type meetings within the Nineteen Twenties and Thirties, in Lon¬don lodges and Oxford schools, unfastened from executive keep an eye on, the place lecturers from around the nation and overseas, collected for pro, highbrow and cultural 'refreshment'. The prestige hooked up to those events used to be signified by way of the stars who graced them, together with royalty, public intellectuals, academic practitioners and politicians. Professor Robinson then indicates how post-war education grew to become extra instrumental, taken over through the Ministry of schooling with its centrally-prescribed complex classes, and, from 1970, by way of neighborhood schooling specialists' invention of ap¬parently democratic academics' Centres. This research is complemented by way of face-to-face interviews with lecturers and different practitioners as soon as lively in specialist improvement. interesting, designated inter¬views brilliantly seize academics' lived event improvement and its impression on their instructing, profession improvement id. clean and unique, lucidly written via one of many major historians of schooling in Britain, A studying career? is key and interesting examining for these inter¬ested within the improvement of a instructing occupation.
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Extra info for A Learning Profession?: Teachers and their Professional Development in England and Wales 1920–2000
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.
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. (1999). “In search of a plain tale”: rediscovering the champions of the pupil-teacher centres 1900–1010’, History of Education, 28(1), 53–72; Robinson, W.
80; BoE, Annual Report, 1920–1921, p. 58. See also TNA, ED/86/222. TNA, ED/22/129, Memo to Inspectors TC No. 65, dated 23/7/1923. Ibid. 58. TNA, ED/22/129, Memo to Inspectors TC No. 65, dated 23/7/1923. 70–72. On the shift to more graduates in elementary schools see Tropp, A. (1957). The school teachers: The growth of the teaching profession in England and Wales from 1800 to the present day. 228. BoE, Annual Report, 1928, p. 77. 102. BoE, Annual Report, 1937, p. 49. TNA, ED 22/129, Memo to Inspectors TC No.