The Making And Shaping Of The Victorian Teacher

Providing comparative and international contexts to understand the history of the making of the teacher in Victorian England, this is a compelling account of the development during this time of teacher training, inspections and certification - reforms which shaped the good teacher as a modern and moral individual.

Teaching Britain examines teachers as key agents in the production of social knowledge. Teachers in nineteenth century Britain claimed intimate knowledge of everyday life among the poor and working class at home, and non-white subjects abroad. They mobilized their knowledge in a wide range of media, from accounts of local happenings in their schools' official log books to travel narratives based on summer trips around Britain and the wider world. Teachers also obsessively narrated and reflected on their own careers. Through these stories and the work they did every day, teachers imagined and helped to enact new models of professionalism, attitudes towards poverty and social mobility, ways of thinking about race and empire, and roles for the state. As highly visible agents of the state and beneficiaries of new state-funded opportunities, teachers also represented the largesse and the reach of the liberal state - but also the limits of both.

Schooling Readers takes up a largely unexplored genre of fiction, the common school narrative, popular between 1830 and 1890. These stories both propagate and challenge the myth of the idyllic one-room school, and reveal Americans' perceptions of and anxieties about public education, many of which still resonate today.

Providing a wide-ranging, critical and up-to-date introduction to the history of education, this book explores its true meaning and value for education studies. With no assumption of prior knowledge, it considers key themes, individuals and situations in depth, highlighting the specific ways in which current educational practice is historically conditioned or, conversely, has been very different in other times and places and, by implication, might be different in the future. Chapters cover a diverse range of key topics, such as: the history of ‘big ideas’, such as liberal education the impact of state intervention on education the effects of imperialism the education of orators in ancient Rome the impact of Covid policies on British education the history of individual subjects, such as Geography the development of educational sectors Accessible and engaging chapters model a range of critical approaches to the past, while discussion questions challenge the reader to consider links with the present. New Studies in the History of Education introduces the sub-discipline to students of Education Studies and will help students and tutors to develop a more in-depth and critical understanding of the history of education, supporting them to develop their own historical awareness.

Poet and critic Matthew Arnold (1822-1888) was a prominent educator. One of Her Majesty's Inspectors of Elementary Schools for 35 years, he traveled abroad to report on foreign education. Though Arnold is recognized as an early proponent of comparative education, there has been little study of his work in the field. The author examines Arnold's writings and presents three related arguments--that England was well behind countries like France and Germany in "the civilization of her middle class"; that advances being made abroad were largely due to strong state education systems, and that it was essential for England to establish a system of post-elementary education modeled on foreign systems.

This book is a cutting-edge collection of articles inspired by the writings of Robert Cowen about comparative education. Authors take up Cowen’s central concerns: re-theorising the field of comparative education, rethinking the interpretive concepts that are used by comparative education researchers, and the relationships between them.

Designed as a guide for pre-service education students and in-service teachers, Professional Ethics and Law in Education: A Canadian Guidebook provides an accessible and accurate source of information on the ethical and legal frameworks of the teaching profession while encouraging the examination of fundamental issues that underpin key debates in Canadian schooling and education. Divided into four sections, this guidebook is grounded in the idea that teacher professionalism requires a solid understanding of the ethical and legal expectations that society has of teachers. Written for both the student and the professional, this text is an essential companion to both aspiring and active teachers. It provides clear guidance on how to navigate the complex regulatory framework of contemporary teaching while highlighting the indispensable contribution that individual judgment and shared values make to thoughtful, informed, and well-reasoned decision making in teaching, making it necessary reading for educators in Canada. FEATURES: - Each chapter includes an introduction, a list of chapter objectives and highlights, and review questions - Contains supplementary readings, additional resources, and websites for further exploration and information - Connects theory to practice through consideration of federal and provincial legal statutes, case studies, jurisprudence, and codes of professional conduct

Although there has been a University of Chester only since 2005, its predecessor, Chester College, dates back further than most UK universities, to 1839. This book celebrates the 175th anniversary of the foundation in 2014. The story is a remarkable one of survival and success. The early College was a pioneering venture with a unique approach to learning and the University still houses the first buildings in England specifically designed for the training of teachers. Three times, in the 1860s, the 1930s and the 1970s, Chester College came near to closure, only repeatedly to emerge intact and to become stronger than before. In the early twenty-first century, the University has a growing reputation within the higher education sector and can claim some of the highest rates of student satisfaction in the country. The book's title is taken from the College motto of the late-Victorian and Edwardian period: as appropriate today as when it was coined.