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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.
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.
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.
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.
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