Creativity: Flow and the Psychology of Discovery and Invention

This paper conceptualizes the development of teacher professionalism as passing through four historical phases in many countries: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and the fourth age-post-professional or postmodern. Current experiences and perceptions of teacher professionalism and professionalization, it is argued, draw on all these ages. Conclusions are drawn regarding new directions in teacher professionalism, and the linking of professional projects to wider social movements for public education and its transformation.

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Four Ages of Professionalism and Professional Learning

The purpose of this article is to add to our current understanding of the social contexts of education by synthesizing research on the nature and influence of relationships between students and their teachers. I was guided by 3 questions. First, how have we conceptualized students' relationships with teachers? Second, how have our approaches to studying relationships shaped our understanding of the phenomenon? Third, looking across these different approaches to studying student-teacher relationships, what do we know about the nature and influence of student-teacher relationships developmentally? Specifically, I review in 3 broad themes the multiple conceptions, or approaches, to the study of student-teacher relationships. These include student-teacher relationships from attachment perspectives, from motivation perspectives, and from sociocultural perspectives. I view each approach a posing a critical question needing to be addressed conceptually, methodologically, and developmentally. Looking across appro...

Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development

Tactical deception occurs when an individual is able to use an “honest” act from his normal repertoire in a different context to mislead familiar individuals. Although primates have a reputation for social skill, most primate groups are so intimate that any deception is likely to be subtle and infrequent. Published records are sparse and often anecdotal. We have solicited new records from many primatologists and searched for repeating patterns. This has revealed several different forms of deceptive tactic, which we classify in terms of the function they perform. For each class, we sketch the features of another individual's state of mind that an individual acting with deceptive intent must be able to represent, thus acting as a “natural psychologist.” Our analysis will sharpen attention to apparent taxonomic differences. Before these findings can be generalized, however, behavioral scientists must agree on some fundamental methodological and theoretical questions in the study of the evolution of social cognition.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0140525X00049682

Tactical deception in primates.

School reform and transitions in teacher professionalism and identity

The first part of this book charts and analyzes 3,283 working days of 326 primary school teachers in the period between 1990 and 1992. It shows how they spent their working lives, the nature of the curriculum they taught, and analyzes their work in the context of teaching, preparation, administration, professional development and other activities. It includes teachers in both Key Stage 1 and Key Stage 2. The second part relates these findings to issues of school management and curriculum manageability and looks at how the idea of conscientiousness among primary teachers may lead to their exploitation.

Primary Teachers at Work

Key Stage 1 - the policy context and emerging issues the 50-hour working week - here to stay? delivering the broad and balanced curriculum assessment and testing Year 2 teachers - beasts of burden or first over the top invisible workloads - preparation and professional development administration and other activities failure and fatigue - the consequences of conscientiousness terminal judgements - perceptions of continuities and change.

Curriculum Reform at Key Stage 1: Teacher Commitment and Policy Failure

The first part of this book charts and analyses 2,688 working days of 384 teachers in 91 LEAs in 1991. It shows how they spent their working lives, how well matched their teaching was to their academic background, and the balance between teaching and other aspects of their work. The analysis uses five major categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The authors argue that there is an occupational split between 'the managers' and 'the teachers'. The second part comments on the findings by relating them to issues of school management, and teacher professionalism, arguing that 'conscientiousness' poses a professional dilemma for secondary teachers.

Secondary Teachers at Work

Rough-and-tumble and aggression in schoolchildren: Serious play?

This paper compares the results of two surveys conducted between July 2009 and January 2010 with 45 subject matter experts (SMEs) and 41 game experts in the UK. The surveys examine the attitudes and attitude differences of the participants towards teachers who use games in the classroom and studios that produced educational games. The findings revealed respondents’ attitudes were statistically significantly less positive—comparing ideal conditions to usual practice—for the issues studied. The SMEs were unaware of the problems faced by educational game studios, which could lead to a scenario where games are made fun at the expense of learning outcomes or vice versa. In issues related to educational games, the SMEs were found to be certain only about aspects of related directly to teaching and learning while the games experts were confident only for game design and development. This revealed a need for collaboration between SMEs and game experts rather than independent production when designing and developing GBL solutions.

S. R. St. J. Neill

Papers

Primary Teachers at Work

Curriculum Reform at Key Stage 1: Teacher Commitment and Policy Failure

Secondary Teachers at Work

Rough-and-tumble and aggression in schoolchildren: Serious play?

How do Professionals’ Attitudes Differ between what Game-Based Learning could Ideally Achieve and what is Usually Achieved