TEACHERS LEARNING IN A LONDON SCHOOL: AUTONOMY AND DEVELOPMENT IN THE 1950S

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