By Wendy Robinson
This ground-breaking e-book uncovers a hidden heritage of the pro develop¬ment of serving academics. Drawing on hitherto unpublished archive fabric, Wendy Robinson unearths an op¬timistic and liberal age of excessive classification meetings within the Twenties and Nineteen Thirties, in Lon¬don inns and Oxford schools, unfastened from executive regulate, the place academics from around the kingdom and out of the country, amassed for pro, highbrow and cultural 'refreshment'. The prestige connected to those events used to be signified via the celebs who graced them, together with royalty, public intellectuals, academic practitioners and politicians. Professor Robinson then indicates how post-war education grew to become extra instrumental, taken over by way of the Ministry of schooling with its centrally-prescribed complex classes, and, from 1970, by way of neighborhood schooling gurus' invention of ap¬parently democratic lecturers' Centres. This research is complemented by way of face-to-face interviews with academics and different practitioners as soon as lively in expert improvement. interesting, specific inter¬views brilliantly catch lecturers' lived adventure improvement and its impression on their instructing, occupation improvement identification. clean and unique, lucidly written via one of many best historians of schooling in Britain, A studying occupation? is vital and fascinating studying for these inter¬ested within the improvement of a educating career.
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Additional info for A Learning Profession?: Teachers and their Professional Development in England and Wales 1920–2000
65, dated 23/7/1923, which gives two years as absolute limit. BoE, Annual Report, 1919–1920, p. 80; BoE, Annual Report, 1920–1921, p. 58. See also TNA, ED/86/222. TNA, ED/22/129, Memo to Inspectors TC No. 65, dated 23/7/1923. Ibid. 58. TNA, ED/22/129, Memo to Inspectors TC No. 65, dated 23/7/1923. 70–72. On the shift to more graduates in elementary schools see Tropp, A. (1957). The school teachers: The growth of the teaching profession in England and Wales from 1800 to the present day. 228. BoE, Annual Report, 1928, p.
Other courses were more broadly based and catered for a range of different teachers with various interests. This chapter examines and compares three types of vacation course: a Board of Education sponsored summer school at Derby Teacher Training College; A Welsh Education Office vacation course at the University of Oxford; and the City of London Vacation Course (CLVC), an independent commercial venture organised by a leading educational publisher, Robert Evans. At a time when the nature of teacher professionalism was undergoing significant transformation, the vacation course model offers a new way of conceptualising the wider question of teacher status and identity and tensions between ideas of personal and professional improvement.
64 By the end of the interwar years then, there were a variety of models of in-service training being offered by the Board of Education and LEAs, with fortnight-long summer schools remaining popular, alongside part-time and weekend courses, and 24 NATIONAL POLICY MAPPING the newer model of term-long courses being introduced. 65 These courses were attended by a total of 7,487 teachers, of whom 3,362 were men and the remainder women. There were more of these courses focused on practical subjects, such as Domestic Subjects (21 courses), Handwork (52), and forms of Physical Training (77), than there were for ‘academic’ subjects such as English (2), History and Geography (7), or Mathematics (2).