To consider the roles of teacher learning and public policy development in educational improvement
To consider the roles of teacher learning and public policy development in educational improvement.
Evidence and reflection
People in particular roles or structural positions tend to develop shared perspectives, and these perspectives tend to reflect their material interests. So, politicians must struggle for power and then demonstrate that they can rule decisively? And teachers must achieve professional status and defend their autonomy and working conditions? But in fact, of course, both policymakers and teachers would claim that they: ‘act in the public interest’.
The truth is that the public interest cannot be fulfilled without the complementary efforts of all stakeholders working together. TLRP’s principles were designed to offer a simple framework of educationally sound ideas on which to base such cooperation.
What scope do you see, on whatever scale, for developing your own learning as a teacher, and for constructively engaging with school, local or government decision-makers? (See Chapter 17 for further ideas on this.)
Working with some colleagues, consider some recent government policies on education which you know about. Are they coherent with other contemporary national policies? How do they relate to the evidence-informed principles proposed by TLRP?