dc.creator |
PETER MEDWAY |
|
dc.date |
2012-10-01T00:00:00Z |
|
dc.date.accessioned |
2015-08-12T11:28:50Z |
|
dc.date.available |
2015-08-12T11:28:50Z |
|
dc.identifier |
1567-6617 |
|
dc.identifier |
1573-1731 |
|
dc.identifier |
https://doaj.org/article/83feb20ab282493baee76791fc2fb066 |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/30729 |
|
dc.description |
In the first two decades after the war L1 teachers in an ‘experimental’ London ‘comprehensive’ school (11-18) devised a common English curriculum and pedagogy for the entire ability range of students. In the absence of official support the teachers acted as a self-constituted professional learning community, engaged equally in developing school practice and participating in the optimistic politics and culture of post-war Britain. The article describes both the innovatory work in classrooms and the teachers’ learn-ing experiences and offers an argument of potential relevance today, drawing on a research project gathering a rich range of data that include oral history interviews with former teachers and students and documentary evidence.The account focuses on one aspect of English: the relationship between spoken and written language. It follows a succession of teachers who discovered new ways of exploiting that relationship in the class-room while collaborating in a new professional association not only with other teachers but with univer-sity colleagues involved in theoretical work on language development and students' learning. I argue that what powered the teachers’ innovatory energy was their belief in education as a political project and their commitment to collaboration and professional autonomy. |
|
dc.language |
English |
|
dc.publisher |
IAIMTE |
|
dc.relation |
http://l1.publication-archive.com/public?fn=enter&repository=1&article=1399 |
|
dc.relation |
https://doaj.org/toc/1567-6617 |
|
dc.relation |
https://doaj.org/toc/1573-1731 |
|
dc.rights |
CC BY-NC-ND |
|
dc.source |
L1 Educational Studies in Language and Literature, Vol 12, Pp 1-32 (2012) |
|
dc.subject |
professional development |
|
dc.subject |
history |
|
dc.subject |
London |
|
dc.subject |
talking |
|
dc.subject |
writing |
|
dc.subject |
Harold Rosen |
|
dc.subject |
Philology. Linguistics |
|
dc.subject |
P1-1091 |
|
dc.subject |
Language and Literature |
|
dc.subject |
P |
|
dc.subject |
DOAJ:Linguistics |
|
dc.subject |
DOAJ:Languages and Literatures |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Philology. Linguistics |
|
dc.subject |
P1-1091 |
|
dc.subject |
Language and Literature |
|
dc.subject |
P |
|
dc.subject |
DOAJ:Linguistics |
|
dc.subject |
DOAJ:Languages and Literatures |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Philology. Linguistics |
|
dc.subject |
P1-1091 |
|
dc.subject |
Language and Literature |
|
dc.subject |
P |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Philology. Linguistics |
|
dc.subject |
P1-1091 |
|
dc.subject |
Language and Literature |
|
dc.subject |
P |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Philology. Linguistics |
|
dc.subject |
P1-1091 |
|
dc.subject |
Language and Literature |
|
dc.subject |
P |
|
dc.subject |
Theory and practice of education |
|
dc.subject |
LB5-3640 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.title |
TEACHERS LEARNING IN A LONDON SCHOOL: AUTONOMY AND DEVELOPMENT IN THE 1950S |
|
dc.type |
article |
|