Understanding ourselves as teachers
A classic introduction to the delights and challenges of teaching is:
- Richardson, R. (1990) Daring to be a Teacher. Stoke-on-Trent: Trentham Books.
A sensitive account of the values and commitment of primary school teachers, of relevance to secondary, is:
- Nias, J. (1989) Primary Teachers Talking: A Study of Teaching at Work. London: Routledge.
For an appreciative guide to being a teacher from a secondary perspective, of relevance to primary, see:
- Turbull, J. (2007) 9 Habits of Highly Effective Teachers. A Practical Guide to Empowerment. London: Continuum.
On teacher development and commitment through careers and lives, the classic account is Huberman’s. We also have excellent contemporary work from Day and Gu.
- Huberman, M. (1993) The Lives of Teachers. London: Cassell.
- Day, C. and Gu, Q. (2010) The New Lives of Teachers. London: Routledge.
For a thorough exploration of how student teachers learn from the expertise of practising teachers, see:
- Hagger, H. and McIntyre, D. (2006) Learning Teaching from Teachers – Realizing the Potential of School-Based Teacher Education. Maidenhead: Open University Press.
The following suggestions help us to analyse our experiences and feelings as teachers, including a focus on the day-to-day practices and emotions of teachers. They also offer thoughts on the development of a new professional discourse in response to changes.
- Evans, L. (1998) Teacher Morale, Job Satisfaction and Motivation, London: Paul Chapman.
- Woods, P. and Jeffrey B. (1996) Teachable Moments, Buckingham: Open University Press.
- Nias, J. (1989) Primary Teachers Talking, London: Routledge.
- Brown, T. and Mcnamara, O. (2011) Becoming a Mathematics Teacher. New York: Springer.
The next three books aim to help teachers enhance their self-esteem and personal development. Lawrence suggests strategies for reducing stress and raising self-esteem. Hook and Vass explore practical ways teachers can increase their self-esteem and effectiveness. Goodland and McMannon focus on the importance of developing a strong sense of self.
- Lawrence, D. (1999) Teaching with Confidence, London: RoutledgeFalmer.
- Hook, P. and Vass, A. (2002) Teaching with Influence, London: David Fulton.
- Goodland, J. and McMannon, T. (2004) The Teaching Career, London: Teachers College Press.
Teacher stress and 'burnout' are increasingly common. Firstly, a book by Holmes provides strategies for coping with stress, especially in relation to teacher careers, and for improving well-being.
- Holmes, E. (2004) Teacher Well-being, London: RoutledgeFalmer.
For further supportive books on this, see:
- Carlyle, D. and Woods, P. (2002) Emotions of Teacher Stress, Stoke-on-Trent: Trentham
- Troman, G. and Woods, P. (2000) Primary Teachers’ Stress, London: Routledge.
- Dunham, J. (1992) Stress in Teaching, London: Routledge.
- Claxton, G. (1989) Being a Teacher: A Positive Approach to Change and Stress, Buckingham: Open University Press.
- Cockburn, A. (1996) Teaching Under Pressure: Looking at Primary Teachers’ Stress, London: Falmer Press.
- Donnelly, J. (2002) Career Development for Teachers, London: Routledge Falmer.
Easen provides many suggestions for developing teachers' capacities for self-understanding in the book below, whilst Loughran and Russell provide direct advice on self-study in teacher education:
- Easen, P. (1985) Making School-Centred INSET Work, London: Croom Helm.
- Loughran, J. and Russell, T. (2002) Improving Teacher Education Practice Through Self-study, London: RoutledgeFalmer.
Another book which advocates self-study for teachers and which also give guidance on how to go about this is;
- Mitchell, C., O'Reilly-Scalon, and Weber, S. (2003) Just Who Do We Think We Are? Methodologies for Self-Study in Education, London: RoutledgeFalmer
A considerable amount of work on teacher biography has been conducted. This illustrates links between the personal and professional spheres of activity and demonstrates effects on careers. For example:
- Thomas, D. (ed.) (1995) Teachers' Stories, Buckingham: Open University Press.
- Ball, S. J. and Goodson, I. F. (1985) Teachers' Lives and Careers, London: Falmer.
- Connell, R.W. (1985) Teachers' Work, London: Allen & Unwin.
- Sikes, P. J., Measor, L. and Woods, P. (1985) Teachers' Careers, London: Falmer.
- Acker, S. (1999) The Realities of Teachers' Work, London: Cassell.
Nieto presents observations from veteran teachers about the maintenance of enthusiasm:
- Nieto, S. (2003) What Keeps Teachers Going?, London: Eurospan.
Sachs explores, and presents alternative forms of, teacher professionalism:
- Sachs, J. (2003) The Activist Teaching Profession, Maidenhead: Open University Press.
Atkinson and Claxton examine the relationship between intuition and reason within professional practice:
- Atkinson, T. and Claxton, G. (2000) The Intuitive Practitioner: On the Value of Not Always Knowing What One is Doing, Maidenhead: Open University Press.
Goodson advocates the teacher as 'public intellectual' in the following book:
- Goodson, I, (2003) Professional Knowledge, Professional Lives: Studies in Education and Teaching, Maidenhead: Open University Press.
A fascinating account has been produced by Sikes of the interplay between teaching and parenting;
- Sikes, P. (1997) Parents Who Teach: Stories from Home and School, London: Cassell.
In the following book Ellsmore examines the portrayal of teachers in film and TV:
- Ellsmore, S. (2005) Carry on Teachers! Representations of the Teaching Profession in Screen Culture, Stoke-on-Trent: Trentham.
The following group of further readings follow up ideas about teachers’ articulation of their aims, values, moral purposes, motivations and commitments. The first, by Moore, presents three current discourses of 'good teaching':
- Moore, A. (2004) The Good Teacher. Dominant Discourses in Teacher Education, London: RoutledgeFalmer.
- Arthur, J., Davison, J. and Lewis, M. (2005) Professional Values and Practice: Achieving the Standards for QTS, London: RoutledgeFalmer.
- Day, C. (2002) A Passion for Teaching, London: RoutledgeFalmer.
- Gardner, R., Cairns, J., Lawton, D. (2003) Education for Values, Morals, Ethics and Citizenship in Contemporary Teaching, London: RoutledgeFlamer.
- Osborn, M., McNess, E. and Broadfoot, P. (2000) What Teachers Say. Changing Policy and Practice in Primary Education, London: Continuum.
- Bottery, M. and Wright, N. (2000) Teachers and the State, London: RoutledgeFalmer.
- Pollard, A., Broadfoot, P., Croll, P., Osborn, M. and Abbott, D. (1994) Changing English Primary Schools? London: Cassell.
- Campell, J. and Neill, S. R. St. J. (1994) Primary Teachers at Work, London: Routledge.
- Croll, P. (ed) (1996) Teachers, Pupils and Primary Schooling: Papers from the PACE Project, London: Cassell.
- Liston, D.P. and Garrison, J.W. (2004) Teaching, Learning and Loving, London: RoutledgeFalmer.
- Buzelli, C.A. and Johnston, B. (2002) The Moral Dimensions of Teaching. London: RoutledgeFalmer.
- Campbell, E. (2003) The Ethical Teacher, Maidenhead: Open University Press.
There are a number of distinctive philosophical analyses of teachers’ educational purposes. Contrast for example:
- Peters, R.S. (1966) Ethics and Education, London: Allen & Unwin.
- Bantock, G.H. (1980) Dilemmas of the Curriculum, Oxford: Martin & Robinson.
- O'Hear, A. (1981) An Introduction to the Philosophy of Education, London: Routledge.
- Barrow, R. and Woods, R. (1988) An Introduction to Philosophy of Education, London: Routledge.
- Bottery, M. (1990) The Morality of the School, London: Cassell.
- Campbell, E. (2003) The Ethical Teacher, Maidenhead: Open Univeristy Press.
For an excellent historical analysis which demonstrates the importance of considering aims and value positions within their social context, see:
- Grace, G. (1978) Teachers, Ideology and Control, London: Routledge, Kegan & Paul.
Two books which provide an interesting comparative perspective on teachers and teaching are:
- Neave, G. (1992) The Teaching Nation: Prospects for Teachers in the European Community, Oxford: Pergamon.
- Newman, J. W. (1990) America's Teachers, New York: Longman.
Teaching is, of course, work and teachers are employees with both contractual duties and rights which need to be protected. For a historically informed analysis of the ways in which teachers organise collectively to protect their interests and influence policy in the UK, see:
- Barber, M. (1991) Education and the Teacher Unions, London: Cassell.
A number of publications have focused on specific aspects of identity such as gender or ethnic identity in exploring teachers’ work experience. See:
- Evetts, J. (1990) Women in Primary Teaching: Career, Contexts and Strategy, London: Routledge.
- De Lyon, H. and Migniuolo, F. (1989) Women Teachers: Issues and Experiences, Buckingham: Open University Press.
- Ashley, M. and Lee, J. (2003) Women Teaching Boys. Caring and Working in the Primary School, Stoke-on-Trent: Trentham.
- Skelton, C. (2001) Schooling the Boys: Masculinities in the Primary School, Buckingham: Open University Press.
- Drudy, S., Martin, M., Woods, M. and O'Flynn, J. (2004) Men in the Classroom, London: RoutledgeFalmer.
- Coleman, M. (2002) Women as Headteachers. Striking the balance. Stoke-on-Trent. Trentham.
- Gordon, J. (2000) The Colour of Teaching, London: RoutledgeFalmer.
- Osler, A. (1997) The Education and Careers of Black Teachers, Buckingham: Open University Press.
Accounts of research into effects of teachers' expectations on pupils are provided in:
- Tizard, B., Blatchford, P., Burke, J., Farquhar, C. and Plewis, I. (1988) Young Children at School in the Inner City, Hove: Lawrence Erlbaum Associates.
- Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1986) School Matters: The Junior Years, Wells: Open Books.