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Teaching: Professionalisation, Development and Leadership

Festschrift for Professor Eric Hoyle

  • Book
  • © 2008

Overview

Editors:
  1. David Johnson

    1. University of Oxford, UK

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  2. Rupert Maclean

    1. UNESCO-UNEVOC, International Centre for Education, Germany

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  • Addresses central issues in the professionalisation and deprofessionalisation of teachers
  • Analyses new managerialism
  • Identifies solutions to particular problems

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Table of contents (19 chapters)

  1. Front Matter

    Pages i-xiv
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  5. Teaching as a Profession: Personal Perspectives

    1. Professional Freedom: A Personal Perspective

      • William Taylor
      Pages 235-247

    2. From Loose to Tight and Tight to Loose: How Old Concepts Provide New Insights

      • David H. Hargreaves
      Pages 249-254

    3. The Place of Theory in the Professional Training of Teachers

      • Harold Entwistle
      Pages 255-262

    4. Comparative Perspectives on the Changing Roles of Teachers

      • Patricia Broadfoot
      Pages 263-270

    5. The Role of the Private Sector in Higher Education in Malaysia

      • Thangavelu Marimuthu
      Pages 271-282
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Keywords

About this book

Harry Judge It is doubly fortunate that a foreword is not an introduction. Since it is mercifully brief, it should not be expected to mention respectfully each of the distinguished contributions which constitute “the word” before which it modestly stands as herald. For the same reason it cannot be expected to constrain within one overarching framework contributions which are essentially varied in subject matter and method. The brief of a foreword-writer might indeed be compared to that of a musician commissioned to write an overture to an opera which he had not written. To write such a piece for a volume devoted to Eric Hoyle is nevertheless a privilege as well as a pleasure. Partly, of course, because this volume celebrates a long and dist- guished career devoted to the application of intelligence and (less assertively) theory to the improvement of practice. And partly because this abbreviated overture is privileged by being placed before a set of virtuoso performances throughout which consistent and coherent themes do insistently resonate. Those themes are the very same that distinguish Eric Hoyle’s own work.

Editors and Affiliations

  • University of Oxford, UK

    David Johnson

  • UNESCO-UNEVOC, International Centre for Education, Germany

    Rupert Maclean

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