List of Contributors.- Introduction.- Hoyle: Ambiguity, Serendipity, and Playfulness, David Johnson and Rupert Maclean.- Section I: THE PROFESSIONALIZATION OF TEACHING.- The predicament of the teaching profession and the revival of professional authority: a Parsonian perspective, Peter John.- Under constant bombardment: the intensification of the teacher's role, John Williamson and Marion Myhill.- Teacher professionalization in Hong Kong: historical perspectives, Anthony Sweeting.- Teacher professional identity under conditions of constraint, Marilyn Osborn.- Section II: TEACHERS AND THEIR DEVELOPMENT.- Does the teaching profession still need universities?' , John Furlong.- Professional development for school improvement: are changing balances of control leading to the growth of a new professionalism?, Agnes McMahon.- Teachers and teacher education in Hong Kong, Paul Morris.- The enablement of teachers in the developing world: comparative policy perspectives, David Johnson.- Section III: LEADERSHIP AND MANAGEMENT IN SUPPORT OF TEACHERS.- Professional learning communities and teachers' professional development, Ray Bolam.- Towards effective management of a reformed teaching profession, Mike Wallace.- Organisation and leadership in education: changing direction, Ron Glatter.- The development of educational leaders in Malaysia, Ibrahim Ahmad Bajunid.- Section IV: TEACHING AS A PROFESSION: PERSONAL PERSPECTIVES.- Professional freedom: a personal perspective, William Taylor.- From loose to tight and from tight to loose: how old concepts provide new insights, David Hargreaves.- The place of theory in the professional education of teachers, Harold Entwistle.- Comparative perspectives on the changing roles of teachers, Patricia Broadfoot.- The role of the private sector in higher education in Malaysia, Dato. T. Marimuthu.- Reflections.- Changing conceptions of teaching as a profession: a personal perspective, Eric Hoyle.- NameIndex.- Subject Index
This book addresses central issues in the professionalisation and deprofessionalisation of teachers. It tackles these issues from different perspectives and in relation to different contexts. The book analyses new managerialism. It also considers possible solutions to two problems in particular: how to achieve accountability without intensification, and how to ensure that school management and leadership functions to support and enhance teachers as professionals.
Addresses central issues in the professionalisation and deprofessionalisation of teachers
Analyses new managerialism
Identifies solutions to particular problems