This ground-breaking book uncovers a hidden history of the professional development of serving teachers. Drawing on hitherto unpublished archive material, Wendy Robinson reveals an optimistic and liberal age of high class conferences in the 1920s and 1930s, in London hotels and Oxford colleges, free from government control, where teachers from across the country and abroad, gathered for professional, intellectual and cultural ‘refreshment’. The status attached to these occasions was signified by the celebrities who graced them, including royalty, public intellectuals, educational practitioners and politicians. Professor Robinson then shows how post-war training became more instrumental, taken over by the Ministry of Education with its centrally-prescribed advanced courses, and, from 1970, by Local Education Authorities’ invention of apparently democratic Teachers’ Centres. This analysis is complemented by face-to-face interviews with teachers and other practitioners once active in professional development. Fascinating, detailed interviews brilliantly capture teachers’ lived experience of professional development and its influence on their teaching, career development and professional identity. Fresh and original, lucidly written by one of the leading historians of education in Britain, A Learning Profession? is essential and engaging reading for those interested in the development of a teaching profession.
Cuprins
Preface; Acknowledgements; Part 1: Setting the Scene; Introduction: Aims, Context and Methodology; Context and Objectives; Methodology and Sources; Organisational Structure of the Book; Notes; National Policy Mapping; Introduction; Phase One: Initial Development 1914–1945; Phase Two: Mc Nair and the Consolidation of Existing Models 1945–1960; Phase Three: Challenge and Expansion 1960–1980; Phase Four: Privatisation and Central Control 1980–2000; Notes; Part 2: Chronological Case Studies; The Vacation Course 1920–1940; Introduction; Historical Context and Vacation Course Outlines; Organisation, Location and Funding; Course Content; Social and Cultural Opportunities; The Vacation Course and Teacher Professionalism; Notes; Special Advanced Courses for Teachers 1945–1960; Introduction; The Development of ‘Special Advanced Courses for Serving Teachers’ by the Ministry of Education; Case Studies: The University of London Institute of Education and the Bristol Institute of Education; Chapter Summary; Notes; The Teachers’ Centre 1960–1990; Teachers’ Centres in Context; Teachers’ Centres: An Overview; Teachers’ Centre Leaders; Teachers’ Centres and International Developments; Chapter Summary; Notes; Teachers’ Experiences of Professional Development; Early Career Experiences: ‘In at the Deep End’; Formal Professional Development: ‘Going on Courses’; Resourced Professional Development Through Teacher Secondment; National Initiatives and Teacher Professional Development; Informal/Organic Teacher Development; Chapter Summary; Notes; Part 3: Teachers’ Reflections on Professional Development; Evaluating Impact: Personal and Professional Perspectives; Meanings of Impact; Perceptions of Quality; Impact for Whom? Motivations and Reach; Chapter Summary; Notes; Professional Development and Perceptions of Teacher Professional Identity; Personal and Professional Dimensions; Perceptions of Status and Accredited Degrees; Professional Development andthe Wider Professional Community; Being a Teacher, Being a Learner; Chapter Summary; Notes; Conclusion; Resource, Control and Reach; Professional and Personal Development; Professional Learning and Professional Identity; Notes; Select Bibliography;
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