Professional Issues for Primary Teachers
Publication Year: 2004
This book deals with the key professional issues faced by students on teacher training courses and practicing primary teachers.
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Primary Education in England
- Chapter 2: The School Environment
- Chapter 3: Teachers' Values and Professional Practice in Primary Schools
- Chapter 4: Teaching as a Profession
- Chapter 5: Primary School Teachers and the Law
- Chapter 6: School Governors
- Chapter 7: Parents and Teachers Working Together
- Chapter 8: The Primary Teacher's Responsibility for Pastoral Care
- Chapter 9: Special Educational Needs in Mainstream Primary Schools
- Chapter 10: Teaching and Learning in Special Schools
- Chapter 11: Gifted and Talented Pupils in Primary Schools
- Chapter 12: Gender Issues in Primary Schools
- Chapter 13: Education for a Multicultural Society
- Chapter 14: Personal, Social and Health Education
- Chapter 15: Spiritual Development, Moral Development and Citizenship Education
- Chapter 16: Religion in the Primary School Context
- Chapter 17: Induction into the Profession
© 2004 Ann Browne and Derek Haylock
Introduction and editorial arrangement (copyright symbol) 2004 Ann Browne and Derek Haylock
Chapter 1 © Ann Oliver
Chapter 2 © Helena Campion
Chapter 3 © Sue Cox
Chapter 4 © Ralph Manning
Chapter 5 © Peter Gibley
Chapter 6 © Tony Blake
Chapter 7 © Ann Browne
Chapter 8 © Gill Blake
Chapter 9 © Ann Browne
Chapter 10 © Maggie Woods
Chapter 11 © Derek Haylock
Chapter 12 © Jenifer Smith
Chapter 13 © Fiona Thangata
Chapter 14 © Rob Barnes
Chapter 15 © Barbara Vanlint and Jacqueline Watson
Chapter 16 © Linda Rudge
Chapter 17 © Sue Lawes
First published 2004
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The Authors[Page x]
Ann Browne is a senior lecturer in education at the University of East Anglia where she works with primary Postgraduate Certificate of Education (PGCE) students and practising teachers. She has written a number of books about teaching English in the early years, including Developing Language and Literacy 3–8 (2nd edition, 2001), A Practical Guide to Teaching Reading in the Early Years and Helping Children to Write, all published by Paul Chapman Publishing, and Teaching Writing at Key Stage 1 and Before, published by Nelson Thornes (1999).
Derek Haylock is an author and educational consultant who has worked in primary teacher training for over 30 years. Until recently he was mathematics tutor and Co-Director of the Primary PGCE course at the University of East Anglia (UEA), Norwich. His books include Mathematics Explained for Primary Teachers (2nd edition, 2001), Numeracy for Teaching (2001), Teaching Mathematics to Low Attainers 8–12 (1991) and (with Anne Cockburn) Understanding Mathematics in the Lower Primary Years (2nd edition, 2002), all published by Paul Chapman Publishing. He has also had published seven books of Christian drama and a Christmas musical.
Rob Barnes is a senior lecturer in education at UEA and teaches information and communications technology (ICT) and Art and Design on the primary PGCE. His books include Teaching Art to Young Children 4–9 (2nd edition), Art Design and Topic Work 8–13, Positive Teaching, Positive Learning and Successful Study for Degrees (3rd edition).
Gill Blake has been Headteacher of Cringleford First and Middle School in Norwich for 14 years. She has spent 30 years teaching in a variety of primary schools and one year in which she was seconded to work as a tutor on the UEA Primary PGCE. She was a founding member of the UEA Primary Partnership Development Group.
Tony Blake has been the headteacher of St Mary's Middle School in Long Stratton, near Norwich, for the past 16 years. Prior to that he was a deputy and class teacher in Norwich and London. He is a member of the National Middle [Page xi]Schools Forum Steering Group and has served on a number of local education authority (LEA) and university committees dealing with a wide range of educational issues. He was a founding member of the UEA Primary Partnership Development Group.
Helena Campion is a tutor in Education on the Primary PGCE course at the University of East Anglia. She has taught for 10 years across the primary school age range. Her research interests are in the fields of Information Technology and the learning environment.
Sue Cox is a Lecturer in Education at UEA. She contributes to the Primary PGCE and has joint responsibility for co-ordinating the continuing professional development programme for the school. She taught in primary schools for 12 years and has worked in teacher education for 18 years. Her publications include articles and chapters in books on primary curriculum and pedagogy including the teaching of primary art and action research in teacher education.
Peter Gibley is headteacher of Nelson First School in Norwich. Before he came into teaching he was a baker and an actor. He taught British Forces children in Germany before taking over a tiny first school in rural Norfolk. He is now head of a large urban school. He is also a magistrate with a special interest in family work.
Sue Lawes is a recent entrant to the teaching profession, teaching in a Norwich Primary School. She trained on the UEA Primary PGCE course.
Ralph Manning is a tutor in primary teaching training at the University of East Anglia. Previously he taught in primary schools in Bedfordshire and Norfolk. He is a founding member of the General Teaching Council, to which he was elected by primary teachers in 2000. Prior to entering the teaching profession he worked in the computer industry for many years.
Ann Oliver is a Co-Director of the Primary PGCE course at the UEA. Prior to becoming a Primary PGCE science tutor she taught across Key Stages 1 and 2. She has researched teacher recruitment and attitudes towards science education. Her publications include articles about interactive science centres, teaching science through stories and chapters in Teaching Children 3–11, published by Paul Chapman Publishing.
Linda Rudge is the Director of the Keswick Hall Centre for Research and Development in Religious Education (RE) at the University of East Anglia. She teaches RE on the Primary PGCE programme and works with teachers on continuing professional development courses and in-service training. Her research interests and publications cover policy issues in RE, the professional needs of teachers, and the faiths, beliefs and values of teachers and their pupils.
[Page xii]Jenifer Smith is a tutor in Education at UEA, contributing to the English and drama curriculum components of the Primary PGCE. She has joint responsibility for co-ordinating the Continuing Professional Development programme for the school. She has worked as an English specialist adviser for Suffolk County Council and been actively involved in induction and in-service training for the teaching of English in schools. Her publications include a number of edited volumes of classic literature in the Cambridge Literature Series.
Fiona Thangata recently joined the Primary PGCE team at the University of East Anglia as a mathematics tutor. She has worked in England, Scotland, Namibia and the USA as a classroom teacher, curriculum developer, in-service provider and teacher trainer.
Barbara Vanlint is a primary school teacher and has taught at Mundesley Junior School on the Norfolk coast for the past 12 years. In 1999 she became a Farmington Institute Millenium Award holder, based at the UEA Keswick Hall Centre for RE, and wrote a paper entitled ‘Children's spiritual development – why should we care?’.
Jacqueline Watson was an RE teacher for 10 years. She has been a research associate with the Keswick Hall RE Centre at UEA for the past six years, which have included research on citizenship and RE for a Farmington Fellowship. Her research interests include spiritual development, Religious Education and citizenship, and RE teachers' self-portrayals.
Maggie Woods is a School Development Adviser working with special schools and Education Support Centres in Hertfordshire. She has worked in special education for 18 years and has been headteacher of two special schools catering for pupils with moderate and severe learning difficulties. She has just completed her doctorate research at UEA looking at assessment and pedagogy for pupils in special schools in the context of RE.
The influence of primary education on shaping our lives cannot be underestimated. Everyone remembers something from their early days in school. It might be the smell of polish or disinfectant, the sound of the bell or the sunlight filling the space in the hall as you walked into assembly. It might be feeling scared because you had to read a whole sentence in front of the class, or being milk monitor for the first time. It might be enjoying creative lessons, art, embroidery and cooking, or having a new exercise book in which to write. It might be playing or singing in a musical event or taking part in a dramatic production. It might be listening to your teacher read stories. It might be the pride associated with an unexpected achievement or the embarrassment of failure. The strength of these memories is an indication of the importance that those years in primary school have held for us as individuals. It is important, therefore, that all primary school teachers are dedicated to making that experience as effective and as happy as possible for all pupils. This involves being thoroughly professional. This book is intended to be a contribution to raising the awareness of primary teachers and trainee teachers as to what is involved in all the different professional dimensions of their work in schools.
Professional Issues for Primary Teachers is a companion volume to Teaching Children 3–11 (edited by Anne Cockburn, also published by Paul Chapman Publishing). This new book also emanates from the primary team at the University of East Anglia, Norwich, but with significant contributions from a number of other colleagues who are associated in some way with the university.
Since our collective experience has been mainly in the UK, specifically in England, we inevitably draw on primary practice, legislation and government guidance in this country. Readers in other parts of the UK and oversees will nevertheless find that the principles dealt with here have a more general relevance.
The book deals with the key professional issues in primary teaching that are addressed in primary teacher training courses. It contributes specifically to the QTS Standards for Professional Values and Practice (DfES/TTA, 2002). The book aims to enable the reader to understand the nature of primary education in England and the professional demands made upon primary school teachers, including those from parents, the children themselves, the law, government agencies, society and the profession.
[Page xiv]Some chapters are written by tutors on the primary PGCE course at UEA, others by practising headteachers or teachers in schools within the UEA primary partnership, and some by teachers or advisers undertaking educational research at UEA. This blend of authors is a feature of the book, providing what we hope is a useful mixture of demands upon the reader. We also hope that you will enjoy the opportunities to engage with some of the philosophical aspects of primary school teaching, that you will find your thinking about professional issues is given shape and that you get from this book the basic information you need to operate in your own professional context.
Each chapter contains an explanation and discussion of the issues, issues for reflection, a summary of key points and annotated suggestions for further reading. Tutors working with professional development groups of primary trainees will find the questions posed in the issues for reflection to be helpful starting points for discussions.
The Internet websites to which we refer in this book were consulted during the period April to August 2003. Addresses and details were correct at the dates of consultation but may have been subject to subsequent change.
Derek Haylock, University of East Anglia, Norwich
Ann Browne, University of East Anglia, Norwich
Abbreviations and Acronyms[Page xv]
ACPC Area Child Protection Committee ADD attention deficit disorder ADHD attention deficit hyperactivity disorder ASD autistic spectrum disorder AST advanced skills teachers ATL Association of Teachers and Lecturers BESD behavioural, emotional and social difficulty CE citizenship education CEDP Career Entry and Development Profile DfES Department for Education and Skills DoH Department of Health EAL English as an additional language EAZ Education Action Zone EBD emotional and behavioural difficulty ESO Education Supervision Order GMC General Medical Council GTC General Teaching Council GTCE General Teaching Council for England GTCS General Teaching Council for Scotland GTCW General Teaching Council for Wales HMCI Her Majesty's Chief Inspector of Schools HRA Human Rights Act ICT information and communications technology IEP individual education plan ISCTIP Independent Schools Council Teacher Induction Panel ITT initial teacher training LEA local education authority LSA learning support assistant MLD moderate learning difficulty MSI multi-sensory impairment NACE National Association for Able Children in Education NASEN National Association of Special Educational Needs NASUWT National Association of Schoolteachers Union of Women Teachers NCC National Curriculum Council [Page xvi]NQT Newly-qualified teacher NLS National Literacy Strategy NNS National Numeracy Strategy NUT National Union of Teachers OFSTED Office for Standards in Education PANDA performance and assessment data PcfRE Professional Council for Religious Education PD physical difficulty PE physical education PECS picture exchange system PEP personal education plan PGCE Postgraduate Certificate of Education PNI physical and neurological impairment PMLD profound and multiple learning difficulty PPA planning, preparation and assessment PR parental responsibility PSHE personal, social and health education PTA parent-teacher association QCA Qualifications and Curriculum Authority QTS qualified teacher status RE religious education SACRE Standing Advisory Council for Religious Education SCAA Schools Curriculum and Assessment Authority SEN special educational need(s) SENCO special educational needs co-ordinator SLD severe learning difficulty SpLD specific learning difficulty STRB School Teachers' Review Body TA teaching assistant TEACCH Treatment and Education of Autistic and Related Communication Handicapped Children TPLF Teachers' Professional Learning Framework TTA Teacher Training Agency UEA University of East Anglia VA voluntary aided (school) VC voluntary controlled (school) VLE virtual learning environment
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