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E-book
Author Evans, Linda.

Title The Meaning of Infant Teachers' Work
Published Florence : Taylor and Francis, 2005
©2005
Online access available from:
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Description 1 online resource (272 pages)
Series The Teaching as Work Project
Teaching as work project.
Contents Book Cover -- Half-Title -- Title -- Copyright -- CONTENTS -- ILLUSTRATIONS -- FOREWORD -- ACKNOWLEDGEMENTS -- Part 1 INTRODUCTION -- BACKGROUND TO THE RESEARCH -- HOW SIGNIFICANT ARE OUR INTERVIEWEES' VIEWS? -- TEACHERS' WORK AND EDUCATIONAL CHANGE -- 1 TIME SPENT ON WORK -- TIME ON DIFFERENT CATEGORIES OF WORK -- Teaching -- Preparation -- Administration -- Professional development -- Other activities -- DIFFERENCES BETWEEN WORKLOADS OF TEACHERS OF PUPILS IN YEAR 2 AND OTHERS -- ONE TO ONE COMPARISON: 1990-91 -- Part II THE PICTURE FROM THE INTERVIEWS -- 2 PERCEPTIONS OF THE NATIONAL CURRICULUM -- THE NATIONAL CURRICULUM: PRINCIPLES AND VALUES -- Curricular coherence and entitlement -- Approval in principle -- NATIONAL CURRICULUM: CONTENT AND FORM -- Overall design -- Appropriateness and manageability of the curriculum -- WHAT THE NATIONAL CURRICULUM WOULD LEAD TO -- Perceived likely effects on teachers as professionals -- Potential effects on the curriculum -- Content -- Teaching methods -- Anticipated effects on pupils -- SUMMARY -- 3 ADMINISTERING NATIONAL TESTS -- THE BACKGROUND -- OVERLOAD -- RESENTMENT OF TIME SPENT ON TESTING -- STRESS AND ANXIETY -- IMPACT ON CLASSROOM ORGANISATION AND LEARNING -- THE BENEFITS OF TESTING -- PUPILS' LEARNING -- IN-SCHOOL SUPPORT -- FAIR TESTING? -- PERCEIVED INFLUENCES ON TEST PERFORMANCE -- QUESTIONING PROFESSIONAL JUDGEMENT -- SUMMARY -- 4 PERCEPTIONS OF THE IMPLEMENTATION PROCESS -- CENTRALLY INITIATED MANAGEMENT OF CHANGE -- Speed of implementation -- Poor communication -- Frequent modification -- Inadequate resourcing -- LOCAL AUTHORITY-INITIATED MANAGEMENT OF CHANGE -- SCHOOL-INITIATED MANAGEMENT OF CHANGE -- Collegiality -- Leadership -- SUMMARY -- 5 CURRICULUM PLANNING AND CLASSROOM PRACTICE -- FOUR APPROACHES -- The 'head-in-the-sand' approach -- The 'paying lip-service' approach
Research on time allocation: the 'basic' instinct -- Commentary: technical issues -- Commentary: substantive issues -- POLICY GUIDANCE ON TIME ALLOCATIONS AT KEY STAGE 1 -- Explanations -- TOWARDS CHANGE DISCONTINUITY WITH PREVIOUS PRACTICE -- Teaching science -- Change in assessment practice -- CONCLUSION -- Appendix I DETAILS OF PARTICIPATING TEACHERS -- Appendix II THE SEMI-STRUCTURED INTERVIEW SCHEDULE -- INTRODUCTION -- Start the interview proper by saying: -- APPENDIX III Coding system -- 1. TEACHING -- 2. PREPARATION/MARKING -- 3. PROFESSIONAL DEVELOPMENT -- 4. ADMINISTRATION -- 5. OTHER ACTIVITIES -- BIBLIOGRAPHY -- AUTHOR INDEX -- SUBJECT INDEX
The 'common-sense' approach -- The 'by the book' approach -- ADJUSTING CLASSROOM PRACTICE -- Adjusting the teacher's role -- Adjusting curriculum balance -- Science -- Technology -- Mathematics -- Reading, speaking and listening -- Curricular balance -- ADJUSTING CURRICULUM DELIVERY -- Organising children -- Organising the curriculum -- SUMMARY -- 6 THE USE OF TEACHERS' TIME -- TWO MAIN CHARACTERISTICS -- The running commentary syndrome -- Loss of control over time -- Reduction of pleasure -- The bureaucratisation of working time -- The mismanagement of time in school -- Mismanagement of time in in-service training -- Mismanagement of time in assessment and recording -- Directed time -- Personal time -- THE OVER-CONSCIENTIOUS AND THE SANE -- SUMMARY -- 7 STRESS -- TEACHER STRESS -- COPING STRATEGIES -- Direct action -- Reorganisation of routine -- Re-prioritisation -- Palliatives -- Seeing light at the end of the tunnel -- Putting things into perspective -- Putting the national curriculum into perspective -- Putting work into perspective -- Finding moral support -- LIVING UNDER PRESSURE -- TOWARDS BURN-OUT -- Revised career aspirations -- Weakened professional identity -- Enough is enough -- SUMMARY -- Part III CHANGING TEACHERS' WORK? -- 8 TEACHERS' MORALE AND JOB SATISFACTION -- INTRODUCTION -- MORALE AND JOB SATISFACTION: DEFINITIONS AND DISTINCTIONS -- DETERMINANTS OF TEACHER MORALE AND SATISFACTION -- Jane -- Brenda -- Ann -- Kathy -- PATTERNS OF MORALE AND JOB SATISFACTION -- 9 DILEMMAS OF PROFESSIONALITY -- DILEMMA ANALYSIS: A BRIEF OUTLINE -- TEACHERS' PROFESSIONAL ROLE -- Undermined confidence -- THE ENGINEERED CRISIS IN EDUCATION -- Discussion -- THE ISSUE OF PROFESSIONAL AUTONOMY -- 10 THE KEY STAGE 1 CURRICULUM -- INTRODUCTION -- THE BALANCED AND BROADLY-BASED CURRICULUM: CONTINUITY WITH THE PAST -- Time allocations
Summary Teachers of the youngest children at school were the first to bear the brunt of the policies to change the curriculum after the 1988 Education Act. What did the changes mean to them? How did they perceive their impact upon their work, on standards in the curriculum, on assessment and testing, and on their relationships with pupils and colleagues? How did they cope with stress, long working hours, intrusions into their home lives, and with change imposed from outside? The authors capture in detail the views of thirty infant teachers and compare their subjective perceptions, dominated by a sense of massive change, with the objective record of both continuities and changes in their work
Notes Publisher supplied metadata and other sources
Subject Early childhood teachers -- Great Britain -- Social conditions
Early childhood teachers -- Great Britain
Early childhood teachers.
Great Britain.
Genre/Form Electronic books
Form Electronic book
Author Packwood, Angie
ISBN 0203978242
9780203978245