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Failing teachers? /
First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
| Clasificación: | Libro Electrónico |
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| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London ; New York :
Routledge,
2000.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Book Cover; Half-Title; Title; Copyright; Contents; List of tables; Preface; Acknowledgements; Chapter 1 The need for skilful teaching; WHAT IS PROFESSIONAL 'COMPETENCE'?; Identifying and defining competence and incompetence in teaching; THE NEED FOR SKILFUL TEACHING; THE TEACHING COMPETENCE PROJECT; Head teachers; Teacher unions; Local Education Authorities (LEAs); Chairs of school governing bodies; Teachers; Parents; Pupils; Chapter 2 Professional incompetence; COMPARISONS WITH OTHER PROFESSIONS AND ORGANISATIONS; Barristers; Solicitors; Doctors; Nurses, midwives and health visitors.
- Local Authority employeesCommercial organisations; POLICY AND PRACTICE IN THE OTHER COUNTRIES; Some European practice; The United States; RESEARCH INTO INCOMPETENCE; Identifying incompetence; Dealing with incompetence; Chapter 3 The views and experiences of head teachers; THE PRELIMINARY INTERVIEW STUDY; THE NATIONAL SURVEY OF HEAD TEACHERS; Heads' definitions and identification of incompetence; Types of case encountered by heads; How did the teacher react to the allegation of incompetence?; What help or support was made available?; Who else became involved?; How long did the process last?
- Were predetermined procedures followed?Why did some teachers not improve, while others did?; What approaches appeared to work well?; The outcomes of the cases; How can the process be improved?; What were the constraints?; What would have helped?; General observations; SUMMARY; Chapter 4 Teachers alleged to be incompetent; SAMPLE; Sample details; TEACHERS' ACCOUNTS OF EVENTS; Definitions and identification of incompetence; Notification of problem with performance; Areas of performance regarded as unsatisfactory; Teacher's receptiveness to support and advice; Procedural issues; Time scales.
- Accounts of other parties' involvement in the eventsOutcomes; TEACHERS' REFLECTIONS ON EVENTS; What might teachers have done differently?; Successful practice; Constraints on teachers' actions and response to the allegation; General comments made by teachers; FOUR CASE STUDIES; Mrs Baker; Miss Stanhope; Mr Davis; Mr Peters; SUMMARY; Chapter 5 The role of professional colleagues; WORKING ALONGSIDE AN INCOMPETENT COLLEAGUE; Perceived areas of weakness; How respondents became aware of a colleague's problems; Confronting the problem; Action reportedly taken by schools.
- Outcomes of the cases describedEffects of under-performing teachers on other staff; What should have been done differently?; Time scales; Selection and monitoring; Lack of tolerance?; SUMMARY; Chapter 6 Union officers; DEFINITIONS AND EXPERIENCES OF INCOMPETENCE; Definitions; Types of case encountered by union officers; What triggers an incompetence case?; Outcomes of incompetence cases; What factors are important in cases where teachers actually improve?; Procedures; The role of the teacher associations in incompetence cases; Union officers' responses to shortening the time scale; SUMMARY.