Re-making teaching : ideology, policy, and practice / John Smyth and Geoffrey Shacklock.

Format:

Book

Author/Creator:

Smyth, John, 1944-

Contributor:

Shacklock, Geoffrey.

Language:

English

Subjects (All):

Teachers--Case studies.

Teachers.

Teaching--Case studies.

Teaching.

Teacher participation in administration--Case studies.

Teacher participation in administration.

School supervision--Economic aspects--Case studies.

School supervision.

Teachers--Australia.

Teaching--Australia.

Teacher participation in administration--Australia.

School supervision--Economic aspects--Australia.

Physical Description:

1 online resource (viii, 223p.)

Edition:

1st ed.

Other Title:

Remaking teaching

Place of Publication:

London ; New York : Routledge, 2003.

Language Note:

English

Summary:

This text surveys the contemporary context of what is happening to the work of teaching, and shows how teachers are 'speaking' the changes that are occurring to their work in protracted economically rationalist times.

Dramatic, profound and far-reaching changes are being visited on schools worldwide that have their genesis a long way from the classroom but which impact heavily on teachers and their work. Most of this reform has been achieved with little or no involvement of teachers themselves. This book sets out to survey the contemporary context of what is happening to the work of teaching, and focuses on Advanced Skills Teachers. It shows how teachers are 'speaking' the changes that are occuring to their work in protracted economically rationalist times. Arguing against the discourses of economy as the major shaping force, the authors present a persuasive case for focusing on the discourses of teaching itself as the only feasible and adequate basis on which to make sense of teaching. And by presenting a range of voices of practising teachers - allowing them to speak for themselves about the difficulty of trying to translate policy-makers' intentions into words and actions - the book graphically illustrates the devastating long-term consequences for the future of schools of poorly-conceptualised reform policies. Dramatic, profound and far-reaching changes are being visited on schools worldwide that have their genesis a long way from the classroom but which impact heavily on teachers and their work. Most of this reform has been achieved with little or no involvement of teachers themselves. This book sets out to survey the contemporary context of what is happening to the work of teaching, and focuses on Advanced Skills Teachers. It shows how teachers are 'speaking' the changes that are occuring to their work in protracted economically rationalist times. Arguing against the discourses of economy as the major shaping force, the authors present a persuasive case for focusing on the discourses of teaching itself as the only feasible and adequate basis on which to make sense of teaching. And by presenting a range of voices of practising teachers - allowing them to speak for themselves about the difficulty of trying to translate policy-makers' intentions into words and actions - the book graphically illustrates the devastating long-term consequences for the future of schools of poorly-conceptualised reform policies.

Contents:

chapter 1 Preliminaries

chapter 2 Scoping the wider landscape

chapter 3 Teaching under (re-)construction

chapter 4 Teachers doing their economic work

chapter 5 Managing the preferred teacher

chapter 6 Interrupting the dominant view

chapter 7 Letting the preferred teacher speak

chapter 8 Conclusion.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references (p. [203]-217) and index.

ISBN:

1-134-66286-6

1-282-77765-3

9786612777653

1-134-66287-4

0-203-07160-3

9780203071601

OCLC:

70723065