This volume looks at the role of the teacher in the classroom, the dilemmas they face, what it means to be a professional in this context and the wider professional role of the teacher in secondary schools and colleges. Case studies are used to introduce the main context, linked to enquiry tasks which address: meanings of professionalism and their implications; professional approaches to teaching; power and relationships; inter-professional and inter-institutional issues.
List of figures vi Introduction 1(7) David James Kate Ashcroft What does it mean to be creative? 8(20) David James Creative teaching and reflective practice 28(21) Keith Postlethwaite A creative approach to teaching methods 49(21) David James Teaching and learning in groups 70(19) Marelin Orr-Ewing Assessing creatively 89(20) David James Gaynor Attwood The professional teacher 109(23) David James Kate Ashcroft Marelin Orr-Ewing Managing and being managed 132(23) Lynne Walker John Ryan Quality, equality and stakeholding in education 155(21) Kate Ashcroft Gillian Blunden Enquiry and the creative professional 176(20) Kate Ashcroft Notes on contributors 196(2) Index 198
Kate Ashcroft is Dean of the Faculty of Education at the University of the West of England. She has taught extensively within teacher training programmes for further and adult education lecturers. For many years she worked as a teacher and advisory teacher in schools. She has published several books and numerous papers about teaching, learning and research within post-compulsory education. David James is Principal Lecturer in the Faculty of Education, University of the West of England. After a variety of manual and non-manual jobs he gained a degree in Social Science at the University of Bristol as a mature student, followed by a Cert. Ed. (FE). He has taught in further and higher education since 1981, and increasingly in teacher education since 1986. His research interests include student experience, learning and assessment in a range of post-compulsory settings.
