Quality In Teaching: Arguments For A Reflective Profession

Quality in Teaching Quality in Teaching: Arguments for a Reflective Profession Edited by Wilfred Carr The Falmer Press (A member of the Taylor & Francis Group) London, New York and Philadelphia UK The Falmer Press, Falmer House, Barcombe, Lewes, Sussex, BN8 5DL USA The Falmer Press, Taylor & Francis Inc., 242 Cherry Street, Philadelphia, PA 19106–1906 © Selection and editorial material copyright W.Carr 1989 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publisher. First published 1989 This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” British Library Cataloguing in Publication Data Quality in teaching: arguments for a reflexive profession. 1. Teaching I. Carr, Wilfred 371.1’02 ISBN 0-203-97576-6 Master e-book ISBN ISBN 1-85000-546-X (Print Edition) Library of Congress Cataloging-in-Publication Data Quality in teaching: arguments for a reflective profession/edited by Wilfred Carr. p. cm. ISBN 1-85000-546-X. —ISBN 1-85000-547-8 (pbk.) 1. Teaching. 2. Teachers—In-service training. 3. Teaching-Vocational guidance. I. Carr, Wilfred LB1775.Q35 1989 371.1 02–dc20 Jacket design by Caroline Archer Contents Introduction: Understanding Quality in Teaching Wilfred Carr 1 Part 1 The Philosophical and Social Context of Teaching 1 Teaching and the Idea of a Social Practice Glenn Langford 18 2 Managerialism and Morality: The Corporate and the Republican School Fred Inglis 30 3 Bureaucratic Rationality and the Promise of Democratic Schooling Fazal Rizvi 48 Part 2 Teaching as a Profession 4 Beyond Professionalism Shirley Grundy 68 5 Professional Knowledge and the Beginning Teacher Peter Gilroy 87 6 Practical Professionalism Hugh Sockett 99 7 Accountability and Teacher Professionalism Maurice Kogan 116 Part 3 The Professional Development of Teachers 8 Being Caught in Schoolwork: The Possibilities of Research in Teachers’ Work Martin Lawn 126 9 Teachers and Their Research Michael Golby 139 The Practical Ethic Takes Priority over Methodology 147 10 v Clem Adelman 11 Teacher Appraisal and the Development of Professional Knowledge Richard Winter 156 12 Knowledge, Power and Teacher Appraisal John Elliott 171 Notes on Contributors 187 Index 189 Introduction: Understanding Quality in Teaching Wilfred Carr The question of how to improve the quality of teaching is quite properly perceived to be at the heart of the contemporary educational debate. The main strategy used to stimulate public interest in this question has been to introduce a new rhetoric: phrases, slogans and metaphors which serve to create widespread public concern about teaching, and to make sure that this concern is expressed in a particular way. ‘Standards’, ‘professional competence’, ‘accreditation’, ‘accountability’ and ‘appraisal’ are part of the rhetoric now being employed to define ‘the problem’ of teaching quality and t