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Workshop: What makes a good teacher?. Competence models, concepts of professionalism and conflicts of interest. Concepts of professionalisation – UK situation. Low Trust, High Pressure approach to profession. Punitive not developmental system of school inspection.
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Workshop:What makes a good teacher? Competence models, concepts of professionalism and conflicts of interest
Concepts of professionalisation – UK situation • Low Trust, High Pressure approach to profession. • Punitive not developmental system of school inspection. • Increasing trend for more external assessment and less trust for teacher assessment. • Professional status of teaching undermined by non qualified teachers in teaching posts. • Government misappropriates the language of ‘professional’ and ‘professionalism’ to support their own ‘reforms’ to public sector.
National College of Teachers – the answer? • General Teaching Council for England abolished on 31 March 2012 (“this organisation does little to raise teaching standards or professionalism”). • England is only country in UK with no national independent body for teachers and no unifying code of professional values. • Government policy characterised by disempowering teachers and prescribing teaching methods. • Current proposals for National College of Teaching – cautious welcome by unions.
What makes a ‘good’ teacher?What makes teaching ‘good’? • Ask the workshop participants to talk in pairs for 10minutes about makes a good teacher? • Round up – Each group feed back
Teacher Education(Initial Teacher Training) • Turbulence created by Government’s reforms is de-stabilising initial teacher training in England. • School Direct introduced with two complex and competing routes – learning ‘on the job’ • Diminution of universities’ role in educating and developing new teachers in England. • ‘Teaching Schools’ expected to become centres of excellence in training and development. • NUT survey of Teaching Schools found this additional expectation to train teachers was distracting from focus on teaching and learning and school development.
Teacher Education(In-career Teacher Training) • CPD must be available to ensure practising teachers have their knowledge and skills regularly updated. • OECD suggest teachers need to be given agreed levels of time release or financial support for PD to recognise this is important part of job. • Important that teachers value professional development, as important part of their role, and linked to school self evaluation. • Teachers must have ownership of CPD and it must benefit and support their classroom practise. • Evidence based practice and access to research is challenge.
Group Task • What are features of approach to teacher education and training in your country which are positive? (Groups of 4 for 15minutes discussion)
Conflicts of Interest? • Teachers feel valued by parents in England (64% in latest NUT poll) but less so by politicians (3%). • Teachers believe school inspection system is not impartial (only 9% felt “free from political interference”). • Teacher workload means teachers’ forced to prioritise work over time with own children in evenings and weekends. • Privatisation and competitive ethos within public service.
Educators are the Experts – Valuing Teachers ‘ Professional Judgements • Year of the Curriculum – NUT providing CPD for its 300,000 members online (www.teachers.org.uk/campaigns/curriculum) • Breaking the Mould – project on gender stereotypes based on reading books (www.teachers.org.uk/breakingthemould) • Reading for Pleasure – empowering teachers to use a range of approaches to teaching reading.
