William dropped exhausted on his bed. He hadn’t realised how hard it would be to train as a primary teacher. After relaxing for an hour he carefully reviewed his teaching and marked children’s work. They had done very well and it was rewarding to note how well they had understood and progressed in maths. He thought about how he would move them on to the next concept and amended his planning in light of his marking and reflections. Continue reading Classroom Story
If, as a community of social justice advocates, we recognise that all is not well in education can those of us engaged in training teachers create new ways of working together to act upon solutions? Many of us are engaged in research activity which is deconstructing how inequalities are perpetuated through policy and practice in schools in the UK, however, research can be a lonely and isolating business and it is only through reading published books and articles that we are able to build on each other’s ideas. Continue reading The challenge of shaping socially responsible teachers
Institute of Education, University of London.
Teaching assistants (TAs) are supporting our most disadvantaged children in almost every classroom in the UK. Despite our inclusive education system, these young people can be segregated because they spend more time talking with a TA than with the teacher. Of major concern is that, unlike the teacher, TAs often have limited training or preparation to do this very important job. Continue reading Improving the Practice of Teaching Assistants