Teachers' In-Service Career Patterns.
Abstract Schoolteaching is not a consensual profession with a single culture, but one segmented by different interest groups. An important dimension of the culture of these professional segments is their commitment to either a restricted or an extended professionality. Teachers’ relations to professionality can be clarified from their theory and practice of in‐service education and from the type of in‐service career upon which they embark. The form taken by teachers’ continuing education, the way teachers rank different types of in‐service course, how experience of in‐service education touches the professional work of schools ‐ these are factors that pattern teachers’ in‐service careers. Using data about teachers’ practices in these three areas, five career patterns are identified and a group of teachers representing each career pattern is selected. The teachers are described in terms of personal biographical and work characteristics. Their opinions about what makes in‐service education attractive to them...
Progression Through School: a study of the school careers of secondary modern girls
ABSTRACT In this paper a new approach to the study of organisations is suggested, one that focuses on the organisation in terms of the meaning that organisation members find within it. In the following account I have used this approach to examine school from the pupil's perspective. The major concepts that are employed are career, career segment and career pattern. The term ‘career’ is open to objection because of possible ambiguity. It is, however, a convenient term and no difficulty should be caused if it is borne in mind that it relates to what happens in the school and not what happens after. I have drawn on my own research at Rushel Secondary Modern School to illustrate the analysis.
The Attitudes of Girls with Varying Degrees of School Adjustment to Different Aspects of Their School Experience
Abstarct Educationalists assume that academic matters are the central concern of children in school and shape their feelings about school in general. Peer group cultures are seen as responses to the contingencies of being placed in the organizational structure of the school #opstreaming#cp or to teacher imposed labels #opevaluation#cp. Yet, an examination of girls’ attitudes to a set of school‐related ideas that included schoolwork and learning, peer group relationships, teachers and their expectations, and trouble and failure, indicated that this was not the case. The research findings reported in this paper suggest that attitudes to learning, teaching, the curriculum and other school matters were of little importance in comparison to the pupil‐centred culture of the classroom, and that this was the case for children who were both well adjusted or badly adjusted to school life.