How we Think

Developing teachers: the challenges of lifelong learning

Introduction 1.The Politics of Teachers and Texts. Teachers 2. Controlling the Work of Teachers 3. Teaching and 'Women's Work'. Texts 4. The Culture and Commerce of the Textbook. 5. Old Humanists and New Curricula. 6. Educational Reports and Economic Realities. 7. Is the New Technology Part of the Solution or Part of the Problem in Education? Conclusion 8. Supporting Democracy in Education.

Teachers and Texts: A Political Economy of Class and Gender Relations in Education

Starting at Home: Caring and Social Policy. Nel Noddings. Berkeley, CA: University of California Press. 2002. 342 pp. ISBN 0-52022556-2. $19.95 (paperback). Nel Noddings `starts at home' to develop an ethic of care to guide how social policies should cope with social problems. Beautifully and clearly written, she engages an extensive literature on ethics and care to challenge conventional scholarly work on the family and state. Philosophers have long thought it important to first envision an ideal state and then look to how families could support that state. In contrast, Noddings starts with ideal families and then looks to how the state can support those families. The result is her emphasis on an ethic of care, which underscores needs, as opposed to an ethic of justice, which more common to traditional liberal thought, underscores rights. The first section articulates a carefully thought out theory of care. First, she establishes that an ethic of care must `prevent or alleviate harm to others and to oneself' as well as responds to both the expressed and inferred needs of others. She critiques the liberal rational individual by emphasizing coercion can be necessary to meet inferred needs, such as preventing individuals from harming themselves. Moreover, in an insightful critique of liberalism's focus on `rights,' she argues that rights must be based on needs. Thus needs must be understood before rights can be established. Finally, she develops the concept of a relational self that beautifully challenges the liberal concept of a rational individual by emphasizing interdependence over autonomy. The concept of relational selves leads to the next section, which sets policy guidelines by establishing how `strong selves' are developed in `ideal homes.' Basic needs like shelter and adequate material resources are integral to all `ideal homes.' Further, careers must never inflict unnecessary pain and must attempt to remove or alleviate pain. In regard to shaping behavior, she makes a distinction between positive and negative desert. With negative desert pain is deliberately used to discourage unwanted behavior. Instead, she argues for positive desert, which structures positive incentives for acceptable behavior. In the final section she draws on lessons learned from ideal homes to inform policy approaches to three specific social problems: homelessness, deviance, and education. Homelessness is an expressed need that must be eradicated because a home is both a basic need and a part of one's identity. Deviance, in contrast, is an inferred need. Policies aimed at punishing deviance should be reconceptualized to meet the concept of positive desert. For example, instead of maintaining what is increasingly a destructive drug policy, policies should address the social problems that lead to problematic drug use. Finally, she argues education policy can both improve home life and make society more caring by educating for both private and public life. …

Starting at Home: Caring and Social Policy

https://shura.shu.ac.uk/8943/1/Boylan_Teacher_education_for_social_justice__SHURA_copy.pdf

Teacher education for social justice : mapping identity spaces

Les premieres annees dans une carriere sont cruciales pour quiconque. Cela est d’autant plus vrai pour la profession enseignante. On qualifie souvent l’entree dans la carriere de « periode de survie ». Le « choc de la realite » s’accompagne generalement de la sensation d’etre vulnerable. Durant leurs premieres annees, de nombreux enseignants eprouvent de multiples difficultes dans leur quete d’accomplissement professionnel. Ce court texte rend compte des resultats de deux recherches exploratoires menees entre 1999 et 2001. Dans la premiere, l’objectif general etait d’exposer la nature et les caracteristiques du sentiment d’incompetence ressenti par les enseignants nouvellement en exercice dans les ecoles secondaires quebecoises. Dans la deuxieme, nous avons recueilli le point de vue de quelques directeurs d’ecole.

https://journals.library.brocku.ca/brocked/index.php/home/article/download/37/37

Le sentiment d'incompétence pédagogique des enseignants en début de carrière et le soutien à l'insertion professionnelle

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Mc Andrew, M. (2001). Immigration et diversité à l’école. Le débat québécois dans une perspective comparative. Montréal : Presses de l’Université de Montréal.

/pdf/la-construction-d-un-ilot-de-rationalite-autour-du-concept-9eak1ags9e.pdf

La construction d’un îlot de rationalité autour du concept dedifférenciation pédagogique

Une modélisation des régulations et de la médiation dans la construction des savoirs professionnels des enseignants

Cet article porte sur un aspect particulier du developpement professionnel c’est-a-dire la socialisation professionnelle (ou organisationnelle). Plus specifiquement, ce sont certains des aspects methodologiques des recherches qui sont ici etudies. Ainsi, les auteurs conduisent une reflexion critique sur les differents outils de mesure les plus utilises dans les recherches sur la socialisation professionnelle. Les principales insuffisances des recherches sont identifiees et des pistes de perfectionnement des outils sont esquissees. Ils s’interrogent par ailleurs sur la pertinence des approches basees sur la mesure du processus de socialisation professionnelle.

/pdf/la-socialisation-au-travail-comme-indicateur-de-16t6wcd2ds.pdf

Stéphane Martineau

Papers

Le sentiment d'incompétence pédagogique des enseignants en début de carrière et le soutien à l'insertion professionnelle

Mc Andrew, M. (2001). Immigration et diversité à l’école. Le débat québécois dans une perspective comparative. Montréal : Presses de l’Université de Montréal.

La construction d’un îlot de rationalité autour du concept dedifférenciation pédagogique

Une modélisation des régulations et de la médiation dans la construction des savoirs professionnels des enseignants

La socialisation au travail comme indicateur de développement professionnel : analyse des approches basées sur la mesure