The challenge to professionals of using social media: teachers in England negotiating personal-professional identities

Social media are a group of technologies such as Twitter, Facebook and LinkedIn which offer people chances to interact with one another in new ways. Teachers, like other members of society, do not all use social media. Some avoid, some experiment with and others embrace social media enthusiastically. As a means of communication available to everyone in modern society, social media is challenging teachers, as other professionals in society, to decide whether to engage with these tools and, if so, on what basis – as an individual (personally), or as a teacher (professionally). Although teachers are guided by schools and codes of practice, teachers as individuals are left to decide whether and how to explore social media for either their own or their students' learning. This paper analyses evidence from interviews with 12 teachers from England about their use of social media as to the challenges they experience in relation to using the media as professional teachers.. Teachers are in society’s spotlight in terms of examples of inappropriate use of social media but also under peer pressure to connect. This paper explores their agency in responding. The paper focuses on how teachers deal with tensions between their personal and professional use of social media. These tensions are not always perceived as negative and some teachers' accounts revealed a unity in their identities when using social media. The paper reflects on the implications of such teachers' identities in relation to the future of social media use in education.     

Testing,Testing: Teacher assessment in England

In England there has been a marked increase in the assessment of teachers, culminating in the introduction of a performance management policy for schools that calibrates the occupation of teaching from the cradle to the grave. In this article, we raise a number of issues about the consequences of this policy for teachers and teaching in relation to the value system underpinning it, its likely impact on issues of equity and social justice, its implications for accountability and governance, and its potential for reshaping the culture of teaching in ways that will impact negatively on the nature of future community and social relations.     

英格兰幼儿园新教师入职培训制度及其启示

20世纪末,英国政府就加强幼儿园教师的职业训练、缩短入职适应期等提出了一系列举措,并逐步发展成为系统的入职培训制度。其中英格兰地区幼儿园新教师入职培训通过制定个性化的入职培训计划、采用多样化的学习方式,为新手教师从教能力的形成提供了有力的支撑。英格兰幼儿园新教师入职培训制度在鼓励采用多元入职培训方式,制定适合教师个性发展的培训内容,重视指导教师的选派,形成教师职前培养、入职培训和在职进修一体化方面对我国幼儿园教师教育具启示意义。     

Teacher Assessment: social process and social product

The advent of the Education Reform Act entailed the introduction into schools in England and Wales of two new forms of assessment, Standard Assessment Tasks and Teacher Assessment. The Conservative government has consistently made claims for the objectivity and comparability of teacher assessment as an achievable aim. There exists, however, within the literature of the sociology of assessment, a body of knowledge which represents a challenge to such claims. This paper reviews the predominant themes in that literature. In addition, it outlines some elements of a recent longitudinal ethnography in a primary school with respect to ways in which pedagogies can be analysed for the purposes of developing these traditional themes in the context of current assessment concerns. The sample consisted of a cohort of some 26 white working‐class children passing through Years 1‐3 of a primary school in the south of England. This paper relates to Year 1, in which the children attained their sixth birthdays.     

2012英国教师标准改革述评

2012年9月,英国教育部即将实施新的《教师标准》,以替代2007年开始实施的《教师职业标准》和英格兰教师协会2007年修订的《注册教师行为实践准则》两套教师标准。本文详尽地分析和对比了新旧标准的异同,并在结合英国教师教育新近改革的大背景下,对此次改革进行评述和展望。     

Teacher Education in England and Wales

Teacher Education in England and Wales (Studies in Education, No. 8) GEOFFREY PARTINGTON, 1999 London: Institute of Education, University of London. 163 pp., ISBN 0 225 36476 8, £12     

Education policy and social class in England and New Zealand: an instructive comparison

This article explores the ‘middle-class pressure thesis’, the extent to which recent education policy in England under New Labour may be shaped by the need to respond to an increasingly large and anxious middle class. It discusses why the intensification of middle-class pressure on education policy in England could be expected and outlines how New Labour's education policies can be seen as a response to that pressure. In the latter part of the article the case of New Zealand is used to ‘speak back’ to the middle-class pressure thesis in England. New Zealand highlights the potent influence of England's historic and recent class context on policy by demonstrating a setting where market policies have been embraced by policy makers but where class has played a less important role. The article suggests that although the means by which social class at the local level might act back on and help shape the direction of national education policy will be difficult to investigate, it would be a rewarding direction for future policy research related to social class.     

Philosophy and Teacher Education in England: The Long View

Until recently teacher education in England has always contained a ‘philosophical’ element – to do with what education is for in the light of human nature. The paper traces its history since 1839, through inspirational approaches – based first on religion and later on psychology – to the critical approach of R S Peters and his colleagues in the 1960s. It then looks at the existential crisis faced by this kind of philosophy of education after changes in education policy in the 1980s; and at ways it has found of overcoming it – at the expense, however, of partially turning away from its earlier raison d’être in teacher education. The paper concludes with a discussion of what would be needed for it to resume its old role.     

Teacher Education in England: Analysing change through scenario thinking

This paper covers the changes in teacher education during the past 30 years. For each decade it attempts to identify key changes and relate them to the appropriate quadrant formed by ATEE-RDC19 axes of Idealism/Pragmatism, Individualism/Social Coherence. These changes are also seen in the contexts of changes more generally in education, both at school and university levels. Extracts from political speeches and examples of practice illustrate past and present policies and hint at the future direction education might take.     

利用新媒体构建和谐舆论环境策略

在舆论引导中增强地方政府利用新媒体的主动性,强化网络舆情监督,提高充分利用新媒体塑造政府形象的意识是各级地方政府面临的主要问题。为此,需采取提高党政干部的媒介素养,尊重网民话语权,加强网络舆情监督,做好城市形象宣传策划等措施,提高地方政府利用新媒体构建和谐社会的能力。     

协作学习2.0:基于Web2.0的协作学习新范式

文章在分析Web2.0的特征及协作学习概念的基础上,提出了协作学习2.0的概念与特点,给出了协作学习2.0的架构,在探讨了协作学习2.0的理论基础上,重点解析了协作学习2.0架构的元素,并具体说明了协作学习2.0的应用过程,为Web2.0时代的协作学习提供了一种新范式。     

教师专业申诉权研究

教师专业申诉权体现了教师专业的自律性,是教师的工作权、职业权,涉及专业责任和法律责任两个方面。教师专业申诉权在《教师法》中概括的并不全面,学界也缺乏相关的研究,因此如何保障教师专业申诉权值得探讨。     

美、英、澳三国教师教育改革新进展及其启示

人才培养关键在于教师的质量。发达国家与发展中国家在教师教育发展方面存在的差距十分明显。近年来,美国、英国和澳大利亚三国在教师教育改革方面都取得了较大的新进展:制定教师教育改革新政策,高度重视教师专业发展,注重教师职前培养、入职教育和在职培训三阶段培养一体化。比较和分析三国教师教育改革的新进展,有助于我们学习和借鉴三国的教育新理念和改革措施,反思自身存在的问题,促进我国教师教育改革。     

基于ASP.NET 2.0技术的教师测评系统的设计与实现

利用ASP.NET 2.0和ADO.NET技术设计的教师测评系统,实现了教师测评的动态管理,使得对测评信息的管理更加快捷、高效、安全,保证了测评数据的准确,提高了工作效率。     

教师自主:一种审视教师发展的视角

作为普通的、基本的人类需要,自主是人类自组织行动的自然倾向,它以独立、自由与自我决定为主要特征。但在现实的学校教育中,教师往往被异化为被动操作的技师和迷失自我的物化工具,在多种共生关系中表现为盲目服从或简单拒斥。因此,要对教师自立的目标进行定位,找准影响教师自主的原因,从而采取一定的策略来提升教师自主变革。     

Teacher relationships and educational reform in England and Wales

Collegiality has been advocated as an antidote to the presumed isolation and individualism of teachers. In the main body of this paper, I review British contributions to this debate. Studies suggest that collegiality is more likely to flourish within primary schools than in other settings. Recent developments, especially the introduction of a National Curriculum, promise contradictory results: increasing the press toward collaborative, participatory planning, while simultaneously depriving teachers of their traditional autonomy over curricular content. In the final section, I consider whether there are different questions which should be addressed.