The Case for In‐service Education

The article considers the strengths of the arguments for the development and support of in‐service teacher education in England and Wales. The case focusses on two major issues, namely:

the major problems being faced by teachers in the schools, coupled with declining school rolls which together mean that the composition of provision is now largely fixed for the next few years; and

the extent to which central Government policy supports in‐service education for teachers and the extent of central finance possible.     

Gender differences in entrance patterns and awards in initial teacher education

This paper explores a number of themes relating to gender and teaching. The existing balance of women and men in the teaching profession in Ireland and internationally is examined; patterns at entry to initial teacher education in Ireland are outlined; gender differences in final awards are presented; finally, sociological questions raised by these trends are discussed. The international figures on teaching presented imply that the feminisation of teaching is a historical and economic process as much as it is a social, psychological or educational one. What is clear from the analysis of the feminisation of teaching presented here is that prior educational achievement by young men plays a significant role in their patterns of entry into initial teacher education. The lower levels of achievement by men also extend to the levels of award taken in their initial teacher education courses. However, higher educational achievement by women in undergraduate university courses is not confined to initial teacher education but is to be found in almost all disciplinary areas.     

The Anglican Perspective on Church Schools

Many of the contemporary issues in education in Britain have their roots in the conflicts and compromises of the past. This is particularly so of the place of church schools in the overall provision of education nationally. Our increasingly secular and multicultural society naturally questions the ongoing relevance of explicitly Christian schools in the state education system of the 21st century (cf. Times Educational Supplement , 23 February 2001); yet the demand for pupil admissions to church denominational schools remains strong. The current government is committed to raising standards in all schools and acknowledges the significant contribution that the ethos and value-systems of church schools play in their success; yet it is aware that the 'dual system' of secular and religious schools, as an historic compromise, has given rise to considerable tensions with the state in the past (Chadwick, 1997) and could well do again in the future.