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 Drawing on hitherto unpublished archive fabric, Wendy Robinson unearths an op¬timistic and liberal age of excessive classification meetings within the Twenties and Nineteen Thirties, in Lon¬don motels and Oxford faculties, unfastened from executive keep watch over, the place academics from around the nation and out of the country, amassed for pro, highbrow and cultural 'refreshment'. The prestige connected to those events used to be signified via the stars who graced them, together with royalty, public intellectuals, academic practitioners and politicians. Professor Robinson then exhibits how post-war education grew to become extra instrumental, taken over by way of the Ministry of schooling with its centrally-prescribed complex classes, and, from 1970, via neighborhood schooling specialists' invention of ap¬parently democratic academics' Centres. This research is complemented by means of face-to-face interviews with lecturers and different practitioners as soon as lively in specialist improvement. interesting, precise inter¬views brilliantly catch lecturers' lived adventure improvement and its effect on their instructing, occupation improvement identification. clean and unique, lucidly written by means of one of many best historians of schooling in Britain, A studying career? is key and fascinating analyzing 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
Whilst in some cases teachers were released from their duties for courses during term-time, the vast majority of opportunities required the teacher to give up some of his or her free time to attend. Access to courses seems also to have been decided by selection either by the Board or by an LEA, and the Board’s figures suggest that demand for its courses 20 NATIONAL POLICY MAPPING outweighed supply. In all, the picture by 1925 is one of increasing provision, but still on a somewhat ad-hoc basis, with courses and locations changing from year to year.
71. Ibid. 67. 66. DES, (1967). Statistics of education, survey of in-service training for teachers. London: HMSO. 69. DES, (1972). Teacher education and training: A report by a committee of inquiry appointed by the secretary of state for education and science, under the chairmanship of Lord James of Rusholme. 80–94. 40. 40–41. 41–48. 41. 22–24. 26–27. 5. 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’.
81 Regarding the organisation of in-service training, McNair suggested that courses should not be limited to vacation periods, again echoing the earlier report. 82 McNair also offered an intriguing suggestion that teacher education should come to be seen as consisting of two parts – one being initial training, and other made up of training undertaken after a period spent working as a practising teacher. It was suggested that a person would not become fully qualified as a teacher until they had undertaken both stages of this training.