CiNii Books - Creative teachers in primary schools

Is creative teaching still possible in English schools? Can teachers maintain and promote their own interests and beliefs as well as deliver a prescribed National Curriculum? This book explores creative teachers' attempts to pursue their brand of teaching despite the changes. Peter Woods has discovered a range of strategies and adaptations to this end among such teachers, including resisting change which runs counter to their own values; appropriating the National Curriculum within their own ethos; enhancing their role through the use of others; and enriching their work through the National Curriculum to provide quality learning experiences. If all else fails, such teachers remove themselves from the system and take their creativity elsewhere. A strong theme of self-determination runs through these experiences. While acknowledging hard realities, the book is ultimately optimistic, and a tribute to the dedication and inspiration of primary teachers. The book makes an important contribution to educational theory, showing a range of responses to intensification as well as providing many detailed examples of collaborative research methods.

Table of Contents

Introduction: Adapting to Intensification Resisting through Collaboration: A Whole School Perspective The Creative Use and Defence of Space: Appropriation through the Environment The Charisma of the Critical Other: Enhancing the Role of the Teacher Teacher Researching a History Topic: An Experiment in Collaboration Managing Marginality: Aspects of the Career of a Primary School Headteacher Self Determination among Primary Teachers References Index.

Volume: ISBN 9780335193141

Description

This work explores creative teachers' attempts to pursue their brand of teaching despite the changes brought about by the National Curriculum. The author has discovered a range of strategies and adaptations to this end among such teachers, including: resisting change which runs counter to their own values; appropriating the National Curriculum within their own ethos; enhancing their role through the use of others; and enriching their work through the National Curriculum to provide quality learning experiences. If all else fails, such teachers remove themselves from the system and take their creativity elsewhere. While acknowledging hard realities, the book is ultimately optimistic. It contributes to educational theory, showing a range of responses to intensification, as well as providing many detailed examples of collaborative research methods.

Table of Contents

Adapting to intensification
resisting through collaboration - a whole-school perspective
the creative use and defence of space - appropriation through the environment
the charisma of the critical other - enhancing the role of the teacher
teacher-researching a history topic - an experiment in collaboration
managing marginality - aspects of the career of a primary-school headteacher
self-determination among primary teachers.

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Creative teachers in primary schools

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