The relative status, autonomy and professional knowledge of teachers is currently under review in the UK. Recent legislation has signalled the government's determination to redefine the role of the teacher. This book addresses these issues by analyzing teachers' knowledge, the significance of autonomy for effective practice, and the values and attitudes entailed in the idea of professional responsibility. The authors base their analysis on the view that teaching, however defined, is a dynamic entity with a potential for renewal which should not be underestimated.

Professional Knowledge and Professional Practice (Issues in Education)

Hoyle, Eric

John, Peter D.

Continuum Intl Pub Group

Professional Knowledge and Professional Practice (Issues in Education Series)

Education & Teaching

Schools & Teaching

Educational Leadership: Ambiguity, Professionals and Managerialism

<p>This book explores the limits to rational management. The authors develop the idea of organizational irony as a central concept for analyzing and explaining management activity in a managerialist environment. Drawing on international research as well as their own extensive experience in educational organizations, the authors show that effectiveness is not necessarily the result of over-rationalistic approaches to educational management. Focusing on school leadership and management, authors Eric Hoyle and Mike Wallace suggest that major reforms have had limited success because the changes introduced have diverted school staff from their core task of promoting student learning. The result is dissatisfaction, frustration, and stress. The authors use the ironic perspective to show how practitioners respond by mediating the reforms. </p>

Wallace, Mike

Sage Publications Ltd.

World Yearbook of Education 1981

Megarry, Jacquetta

Walker, David R. F.

Nisbet, Stanley

Taylor&Francis

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