By Peter Cunningham
There's a rare hole within the released background of education within the 20th century. Nowhere is the voice of the trainer, telling his or her personal tale, broadly to be heard. This publication, drawing not just upon the legitimate documentary checklist, but in addition upon the formerly untapped memories of greater than a hundred former school room lecturers, goals to fill this hole. In turning into academics, the nation's lecturers from greater than part a century in the past inform what 20th century schooling has gave the impression of and felt like from their aspect of the school room. The ebook concentrates relatively at the years among the top of the 1st international warfare and the passing of the landmark 1944 schooling Act. the entire former country institution lecturers whose testimony stands on the centre of the e-book started their instructing careers during this interval, and such a lot accomplished the majority in their lecture room instructing in those years.Oral testimony is decided along extra traditional documentary assets and thematic research and person lifestyles histories are introduced jointly. during this appreciate, the paintings will holiday new flooring when it comes to its methodological process in addition to by way of its great ancient issues.
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Extra resources for Becoming Teachers: Texts and Testimonies, 1907-1950 (Woburn Education Series)
76 The policy maker, of course, would tell the student teacher—should they have met—that this scheme of which they were a part was of relatively recent origin, that it was experimental, that it was transitional, and that it was essentially an expression of the nation’s educational past which, in the public interest, government was seeking to transcend. For the student teacher, and still more for his or her classroom mentors, policies directed towards the elimination of the scheme could seem unintelligible, destructive and even wilful.
47 As it did so, and as the pressure of the immediate supply problem lifted, official thinking found the space to return to that more critical spirit which had stimulated the 1907 reforms in the first place. The student-teacher year returned to the policy spotlight. 48 Initially, however, the prolonged slump in teacher recruitment prompted the Board’s policy makers to expressions of unusual candour in their search for explanations. Fundamentally, the problem was perceived to rest upon the POLICY DEVELOPED: THE STUDENT-TEACHER SCHEME AND ITS ORIGINS 29 attenuation of the traditional working-class constituency for teaching—a trend, of course, about which the Board was deeply ambivalent.
For this process to be successful, two elements were necessary. In the first place, a new idealisation of the teacher needed to be established and incorporated within the policy discourse of education. In the second, the practical realisation of this new ideal required that the conditions which had supported an older, outdated tradition of pedagogy be removed. The first element was promulgated in the first decade of the century by the key figure of Sir Robert Morant. 58 The combined effect of these two strategies promised to re-make the figure of the classroom teacher.