By Wendy Robinson
This ground-breaking publication uncovers a hidden heritage of the pro develop¬ment of serving lecturers. Drawing on hitherto unpublished archive fabric, Wendy Robinson unearths an op¬timistic and liberal age of excessive category meetings within the Nineteen Twenties and Thirties, in Lon¬don resorts and Oxford faculties, unfastened from executive keep an eye on, the place lecturers from around the kingdom and out of the country, accumulated for pro, highbrow and cultural 'refreshment'. The prestige connected to those events used to be signified by way of the celebs 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 means of the Ministry of schooling with its centrally-prescribed complex classes, and, from 1970, via neighborhood schooling professionals' invention of ap¬parently democratic academics' Centres. This research is complemented by means of face-to-face interviews with academics and different practitioners as soon as lively in expert improvement. attention-grabbing, special inter¬views brilliantly trap academics' lived adventure improvement and its effect on their educating, occupation improvement identification. clean and unique, lucidly written through one of many top historians of schooling in Britain, A studying career? is key and fascinating examining for these inter¬ested within the improvement of a instructing career.
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Additional info for A Learning Profession?: Teachers and their Professional Development in England and Wales 1920–2000
25 Even when aided by Studentship funding from the Board of Education, undertaking a full-time course of study could necessitate considerable personal sacrifice by a teacher. 26 There were, however, also advantages to the scheme for those teachers awarded Studentships. The course of study was their own choice, and so represented an opportunity to pursue subjects of personal academic interest, and the chance to study abroad was a significant aspect of the Studentship programme, of which many of those awarded took advantage.
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.
2004). : TVEI, curriculum and schooling’, Journal of Education Policy, 9(3), 233–244. PART 2 CHRONOLOGICAL CASE STUDIES CHAPTER 3 THE VACATION COURSE 1920–1940 INTRODUCTION In the period 1920–40 a variety of models of in-service training was developed nationally, with residential summer vacation courses being a popular way of bringing groups of teachers together for professional, intellectual and personal refreshment in the school holidays. Vacation courses were organised by a variety of providers, including the Board of Education, LEAs as well as private and voluntary organisations.