By Becher
How do lecturers understand themselves and associates of their personal disciplines, and the way do they expense these in different matters? How heavily comparable are their highbrow projects and their methods of organizing their expert lives? What are the interconnections among educational cultures and the character of disciplines? This identify maps educational wisdom and explores the varied features of these who inhabit and domesticate it.
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Additional resources for Academic Tribes and Territories
Sample text
During the remodelling process, schools are to be self-directed and formulate solutions to their own problems that depend on the involvement and participation of the entire school community. The approach to remodelling is one of continuous change, underpinned by support involving national, regional and local networks. , 1995). Teachers and support staff will need to be guided and supported throughout the process (see Chapters 20, 21 and 22). WHY CHANGE PRACTICE? The following extract presents a summary of the guidance and issues: In the current climate, remodelling is not a ‘nice to do’ it’s a ‘must do’.
It allows professional people, who know what is best for school and pupils, to have the opportunity to put it into practice. The most difficult thing for many people is to accept that change can be good. School B is an early adopter secondary school that had an Ofsted in October 2004 and received specialist school status in September 2005; it had a remodelling philosophy before it was called remodelling. The support staff have been doing the 24 tasks since 2002 and PPA time was secured from 2003.
Beyond workforce reform and the remodelling agenda being agreed at the local level, it is also worth considering the following: is the change easy to communicate to those concerned? Will they see its purpose? If this is not agreed, will it be possible to adapt what is intended to suit specific circumstances? Whose support will be needed? Will key people have a sense of ownership of the change? All schools are different; there is no single blueprint for a successful school. Knowing the direction of the school as expressed in its vision will enable future practice and frame the wider workforce to participate with a shared sense of purpose.
