Teacher Strategies (RLE Edu L)
Explorations in the Sociology of the School
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Reference
| Author: | ISBN: | 9781136462788 | |
| Publisher: | Taylor and Francis | Publication: | May 16, 2012 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781136462788 |
| Publisher: | Taylor and Francis |
| Publication: | May 16, 2012 |
| Imprint: | Routledge |
| Language: | English |
This book takes as its focus the key interactionist concept of ‘strategy’, a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching. ‘Strategy’ bears on all these issues. It concerns both goals, and ways of achieving them and short-term, immediate aims as well as long-term ones. The essays in this book share a common concern with teacher strategies, emphasizing the discovery of intentions and motives, alternative definitions of situations and the hidden rules that guide our behaviour. Amongst the areas investigated are the influence of factors outside the school in determining the role of the teacher, and the nature and influence of teacher commitment.
The implications for practical action and policy making are stressed throughout, and by recognising and exploring the constraints and influences that operate on teachers, this work constructs a realistic appraisal of the teaching situation.
This book takes as its focus the key interactionist concept of ‘strategy’, a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching. ‘Strategy’ bears on all these issues. It concerns both goals, and ways of achieving them and short-term, immediate aims as well as long-term ones. The essays in this book share a common concern with teacher strategies, emphasizing the discovery of intentions and motives, alternative definitions of situations and the hidden rules that guide our behaviour. Amongst the areas investigated are the influence of factors outside the school in determining the role of the teacher, and the nature and influence of teacher commitment.
The implications for practical action and policy making are stressed throughout, and by recognising and exploring the constraints and influences that operate on teachers, this work constructs a realistic appraisal of the teaching situation.
