Teacher Development against the Policy Reform Grain: An Argument for Recapturing Relationships in Teaching and Learning

Autor/in	Smyth, John
Titel	Teacher Development against the Policy Reform Grain: An Argument for Recapturing Relationships in Teaching and Learning
Quelle	In: Teacher Development, 11 (2007) 2, S.221-236 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Educational Change; Foreign Countries; Educational Policy; Educational Principles; Educational Philosophy; Professional Development; Teacher Education; Interpersonal Relationship; Privatization; Public Education; Politics of Education; Australia; Canada; New Zealand; United Kingdom; United States + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Politics of education; Bildungspolitik; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Lehrerausbildung; Lehrerbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Privatisation; Privatisierung; Öffentliche Erziehung; Educational policy; Australien; Kanada; Neuseeland; Großbritannien; USA
Abstract	As public schools in countries like the UK, USA, Australia, Canada and New Zealand continue to suffer from the damaging effects of poorly conceptualized educational reforms, educators struggle to come up with alternatives with which to reclaim schools. While acknowledging the situational, contextual and temporal differences between these countries, this paper presents a rationale for reinserting the relational work of schools at the centre of a teacher development-led form of recovery. The central claim advanced herein is that teacher development in schools must have a central and demonstrable concern with the primacy of relationships in teaching and learning. Schools and teachers have the collective capacity to reclaim the ground that has been severely eroded by managerialist and marketizing agenda that have been allowed to intrude on schools and subjugate the importance of relational forms of knowing. Placing students at the centre is crucial to creating the direction necessary for re-establishing the relational complexity of schools. (Contains 1 figure and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10