Education Review abstracts

Vol.21 No.1, 2008

Teaching in the future

Teachers as champions of innovation

David Frost, University of Cambridge

Abstract: David Frost discusses how teacher accountability has changed over the years, from the relative freedom of the 1970s to the introduction of the National Curriculum in 1988 and the start of central prescription. He argues that in order to lead change and improve practice, all members of a school should be involved in influencing and contributing to the development of the school. He discusses ways in which this theory can be supported within the school, including good partnership with outside agencies, supportive conditions within the school and the opportunity to share good practice through networks such as HertsCam.

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Constructing sites for learning and teaching

John MacBeath, Chair of Educational Leadership at the University of Cambridge

Abstract: John MacBeath discusses how different environments affect children’s learning. He argues that the conventional classroom environment can restrict creativity and spontaneity in teaching and learning, discouraging teachers from utilising their knowledge of children’s interests, attitudes and prior learning. He predicts that alternative learning sites will become more common in future, including the use of virtual networking sites. These varied settings, he says, will allow teachers to become more flexible and creative in their teaching.

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Building the perfect team: leadership in the twenty-first century

Steve Munby, Chief Executive of the National College for School Leadership.

Abstract: Steve Munby describes the expanding role and responsibilities of twenty first century school leaders in an era where the expectations of both government and the public are increasingly ambitious. He explains how school leaders will need to demonstrate the ability to build the perfect team, rather than striving to be the perfect leader, if they are to meet those expectations. He recognises that successful modern leaders possess collaborative skills, leading with influence rather than by instruction, in order to build those key relationships crucial to achieving the best outcomes for our children and young people.

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Teachers under pressure: The impact of Government policies on teachers’ working lives.

Maurice Galton, Cambridge University

Abstract: Maurice Galton places the experiences of individual teachers under pressure within a world-wide context. He argues that the dramatic changes in society have forced the teaching profession to change too. The reaction from the Government has been to introduce further testing. Workforce changes have had both a positive and negative impact on teaching. Teachers stated that preparation, planning and assessment time was highly beneficial, yet expressed concerns about the extension of the role of teaching assistants beyond their remit in supporting teachers and pupils. At the same time, teaching and learning strategies such as Learning to Learn and Assessment for Learning require a high level of teacher input and experience if they are to be effective and raise pupil achievement.

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We are the future of the teaching profession

Young Teachers Advisory Committee

Abstract: In an edition of “Education Review” focusing on the future of the teaching profession, it is important to hear from those who will be the most involved in the future. Members of the Union’s Young Teachers Advisory Committee were invited to contribute their views, which would draw on their experiences in the classroom so far, as well as looking ahead to the future. Submissions were received from a number of young teachers, both secondary and primary, working in various parts of the country. This provides a representative collection of the thoughts, concerns and ideas of those members of the profession who are in the early stages of teaching.

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Classroom dialogue and the teacher’s professional role

Neil Mercer is Professor of Education at the University of Cambridge

Abstract: Neil Mercer explores the importance of classroom dialogue for children’s development. He raises concerns about the lack of social interaction that some children experience at home and stresses the importance of providing all children with the opportunity to take part in good classroom discussion, the characteristics of which he explores. He discusses the outcomes of his classroom-based research projects, “Thinking Together” and advises teachers on how they might provide opportunities for reasoned discussion in their classroom.

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Never a better time to be a teacher

Keith Bartley, former teacher and Her Majesty’s Inspector.

Abstract: Keith Bartley celebrates the increase and variety of resources in schools, including new styles of CPD such as mentoring and coaching. He discusses the various ‘route maps’ introduced by the Government, but raises concerns that increased testing and the introduction of league tables have not stopped the widening achievement gap between the social classes and that this has resulted in conflict between trying to achieve higher standards and children’s well-being. He stresses the importance of the General Teaching Council for teachers and discusses the development of the GTC Teacher Learning Academy, which will offer a system for recognising and celebrating teacher learning and development. He comments on the CPD needs of overseas trained teachers and supply teachers and considers the introduction of ‘active’ registration, which would reflect teachers’ continuing commitment to updating their own professional practice.

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A Masters level profession

John Bangs, Assistant Secretary – Education and Equal Opportunities of the National Union of Teachers.

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Primary education: who’s in control?

Dominic Wyse, a lecturer in Primary and Early Years Education in the University of Cambridge’s Faculty of Education.

Abstract: Dominic Wyse considers the effects of increasing Government control of the curriculum from 1988 onwards on the primary sector. He argues that the statutory assessment system has resulted in a narrowed curriculum with less
opportunity to focus on foundation subjects and has lessened schools’ ability to provide quality teaching and learning. He calls for a critical review of the outcomes of state control and continual change on the primary curriculum and assessment system in terms of value for money, comparison with other countries and impact on teachers and pupils, which would also use research evidence as a vital component.

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Treating the teacher as a professional

Baroness Pauline Perry, a member of the House of Lords.

Abstract: Baroness Perry argues that the status and motivation of the teaching profession has been damaged by media images and the Government’s introduction of league tables, targets and a culture of naming and shaming. She expresses concern that unless change occurs, the profession will stop attracting teachers who excel. She discusses the Public Services Improvement Policy Group report, “Restoring Pride in our Public Services”, which suggests ways in which the status and motivation of the profession can be improved. This includes proposals for a four-stage accountability model, appointment of a Chief Education and Skills Officer and establishment of a Royal College of Teaching. Baroness Perry argues that the merger of the General Teaching Council, Teacher Development Agency and National College for School Leadership would further raise morale and standards in the teaching profession.

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What have we have learned from TLRP?

Mary James and Andrew Pollard

Abstract: Mary James and Andrew Pollard present the findings of the TLRP, the UK’s largest programme of educational research. They argue that a debate on the aims of education is important and that current testing and assessments as indicators of learning and teaching progress ignore the fact that students should be prepared for life beyond the examination hall. The programme has identified ten key principles which should be employed to ensure effective teaching and learning, which James and Pollard discuss in detail in the article.