Advertisement

Making the Break: Establishing a New School

  • Keith Richards
Chapter
Part of the Communicating in Professions and Organizations book series (PSPOD)

Abstract

Huberman’s observation on teachers with 7–18 years of experience in the classroom highlights a key moment in many careers. The instinct for discovery or adventure that attracts people to language teaching sooner or later leads them to unexpected places. The pursuit of greater understanding leads some into higher education, while a desire for greater independence or control over their professional circumstances prompts others to dip their toes in the uncertain waters of freelance activity. Occasionally, if the market permits and sufficient money can be scraped together, some teachers take the more drastic step of going into business for themselves, establishing their own language school and shifting their professional life onto a precarious balance of risk and reward. What follows is a case study of such a move, following its complete trajectory from conception to conclusion.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. À Campo, C. 1993. ‘Collaborative school cultures: How principals make a difference’. School Organisatio., 13 (2): 119–27.CrossRefGoogle Scholar
  2. Berg, B. D. 1994. ‘Educator burnout revisited: Voices from the staff room’. The Clearing Hous., 67 (4): 185–8.CrossRefGoogle Scholar
  3. Breen, M. P. 1984. ‘Process syllabus for the language classroom’. In C. J. Brumfitt (ed.), General English Syllabus Desig. (ELT Documents 118 ). London: The British Council.Google Scholar
  4. Corrie, L. 1995. ‘The structure and culture of staff collaboration: Managing meaning and opening doors’. Educational Revie., 47 (1): 89–99.CrossRefGoogle Scholar
  5. Hammersley, M. 1984. ‘Staffroom news’. In A. Hargreaves and P. Woods (eds), Classrooms and Sta f frooms: The Sociology of Teachers and Teachin.. Milton Keynes: Open University Press, pp. 203–14.Google Scholar
  6. Hargreaves, A. 1981. ‘Contrastive rhetoric and extremist talk: Teachers, hegemony and the educationist context’. In L. Barton and S. Walker (eds), Schools Teachers and Teachin., Lewes: Falmer Press, pp. 303–9.Google Scholar
  7. Hargreaves, A. 1992. ‘Cultures of teaching: A focus for change’. In A. Hargreaves and M. G. Fullan (eds), Understanding Teacher Developmen.. London: Cassell, pp. 216–36.Google Scholar
  8. Hargreaves, A. 2001. ‘Emotional geographies of teaching’. Teachers College Record, 103 (6): 1056–80.CrossRefGoogle Scholar
  9. Hargreaves, D. H. 1995. ‘School culture, school effectiveness and school improvement’. School Effectiveness and School Improvemen., 6 (1): 23–46.CrossRefGoogle Scholar
  10. Huberman, M. 1992. ‘Teacher development and instructional mastery’. In A. Hargreaves and M. G. Fullan (eds), Understanding Teacher Developmen.. London: Cassell, pp. 122–42.Google Scholar
  11. Kainan, A. 1994. ‘Staffroom grumblings as expressed teachers’ vocation’. Teaching and Teacher Educatio., 10 (3): 281–90.CrossRefGoogle Scholar
  12. Lieberman, A. and Miller, L. 1990. ‘The social realities of teaching’. In A. Lieberman (ed.), Schools as Collaborative Cultures: Creating the Future No.. London: Falmer Press, pp. 153–63.Google Scholar
  13. Richards, K. 2006. Language and Professional Identity: Aspects of Collaborative Interactio.. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  14. Stenhouse, L. 1980. ‘The study of samples and the study of cases’. British Educational Research Journa., 6 (1): 1–6.CrossRefGoogle Scholar
  15. Supovitz, J. A. 2002. ‘Developing communities of instructional practice’. Teachers College Recor., 104 (8): 1591–626.CrossRefGoogle Scholar
  16. Zeichner, M., Zeichner, B., Tabachnik, R. and Densmore, K. 1987. ‘Individual, institutional, and cultural influences on the development of teachers’ craft knowledge’. In J. Calderhead, (ed.), Exploring Teachers’ Thinkin.. London: Cassell, pp. 2–59.Google Scholar
  17. Coldron, J. and Smith, R. 1999. ‘Active location in teachers’ construction of their professional identities’. Journal of Curriculum Studie., 31(6): 711–26. CrossRefGoogle Scholar
  18. Day, C., Stobart, G., Sammons, P. and Kington, A. 2006. ‘Variations in the work and lives of teachers: Relative and relational effectiveness’. Teachers and Teachin., 12(2): 169–92. Google Scholar

Copyright information

© Keith Richards 2008

Authors and Affiliations

  • Keith Richards

There are no affiliations available

Personalised recommendations