Gerald Grace - Teacher Supply and Teacher Quality: Issues for the 1990s (Multilingual Matters)
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Teacher Supply and Teacher Quality: Issues for the 1990s (Multilingual Matters)
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Library of Congress Cataloging in Publication Data
Teacher Supply and Teacher Quality: Issues for the 1990s/Edited by Gerald Grace and Martin Lawn.
p. cm. Includes bibliographical references. 1. Teachers - Great Britain. 2. Teachers - Great Britain - Supply and demand. 3. Teaching. I. Grace, Gerald Rupert. II. Lawn, Martin. LB1775.4.G7T431991 331.12'313711'00941dc20
British Library Cataloguing in Publication Data
A CIP catalogue record for this book is available from the British Library.
ISBN 1-85359-156-4 ISBN 1-85359-155-6 (pbk)
Multilingual Matters Ltd
UK. Bank House, 8a Hill Road, Clevedon, Avon BS21 7HH, England. USA. 1900 Frost Road, Suite 101, Bristol, PA 19007, USA. Australia. PO Box 6025, 83 Gilles Street, Adelaide, SA 5000, Australia.
Copyright 1991 Gerald Grace, Martin Lawn and the authors of individual chapters.
This book is also available as a special issue of the the journal Evaluation and Research in Education(Vol. 5, Nos. 1 & 2, 1991).
All rights reserved. No part of this book may be reproduced in any form or by any means without permission in writing from the publisher.
Typeset by Photographics, Honiton. Printed and bound in Great Britain by Short Run Press, Exeter.
Page v
Contents
Introduction
1
The State and the Teachers: Problems in Teacher Supply, Retention and Morale
Gerald Grace
3
Teacher Supply in the 1990s: An Analysis of Current Developments
Neil Straker
17
Unequal Opportunities: The Recruitment, Selection and Promotion Prospects for Black Teachers
Harbhajan Singh Brar
34
Teachers' Terms and Conditions: A View from the Schools
Clifton Bingham
47
Ideology, Accountability and Improvement in Teacher Education
William Taylor
54
Social Constructions of Quality in Teaching
Martin Lawn
64
Imaginative Projects: Arguments for a New Teacher Education
Ian Hextall, Martin Lawn, Ian Menter, Susan Sidgwick And Stephen Walker
75
Notes on Contributors
92
Page 1
Introduction
Gerald Grace Martin Lawn
Sir Claus Moser's 1990 Presidential Address to the British Association on the theme 'Our Need for an Informed Society'1 has received unprecedented press and public attention. The section of that Address devoted to education has had a significant impact upon political and policy discussion related to Claus Moser's proposal that the 1990s should become the 'Decade for Education' in Britain.
The sections of the Address which focus upon teachers and the teaching profession are clear and uncompromising:
central to all school problems is the state of the teaching profession. This subject is much in the news, ranking high in Government concerns, as indeed it should.2
Teaching is no longeras it was even up to 30 or so years agoa prestige profession. Yet it should be high in terms of attraction, image and standing, as in most of Europe. Instead, morale is low, recruitment is falling, teachers are leaving, there is little pride or respect. The future thus requires a set of urgent changes.3
it is impossible to go on as we are. A package of urgent changes requires Government support to regain a teaching profession with pride, trust, status and prestige.4
Acting upon the stimulus provided by Sir Claus Moser's Address, the Editorial Board of Evaluation and Research in Education decided that a special issue of the journal which focused upon teachers and the teaching profession would be very timely. As the guest editors we were asked to assemble a collection of papers which would illuminate various contemporary problems relating to teachers and the teaching profession in England and Wales. In doing so we have sought to ensure that a variety of theoretical perspectives and of methodological approaches to issues of teacher supply and quality have been included. The articles in this special issue therefore range from large-scale socio-historical review papers to sharply focused and personal responses to conditions in the teacher's workplace. We asked all contributors not only to analyse important contemporary problems for teachers and the teaching profession but also to be constructive about policy formation for the future.
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1991