Peter Silcock

The process of reflective teaching

Abstract The process of reflection is analysed into three components ‐an ego‐driven purpose, a restructuring capability, and a transforming perspective. Different types of reflection are argued to be instances of cognitive restructuring determined by purpose and by context. Procedures for resolving contradictions in the literature concerning ways in which ‘reflective teaching’ can be fostered are also suggested. It is argued that adopting any single model of ‘reflective practice’ can be unnecessarily restrictive given the ubiquity of the reflective process. Finally, the danger of claiming too much for a ‘reflective practitioner’ model is set beside clear benefits gained from promoting it.

Can We Teach Effective Teaching

This paper examines research into effective teaching to show that little is demonstrated by it, apart from it confirming the need for practitioners to fulfil their prescribed roles. Effective teachers are those who provide pupils with maximum opportunity to learn. The assumption that, beyond this, there are skills more likely to guarantee a teachers success overstretches the responsibilities of the teacher and diminishes the responsibilities of the learner.

Accelerated learning: A revolution in teaching method?

Findings by researchers in education and psychology support a handful of classroom procedures which, if followed by teachers, should lead to pupils learning at maximum capacity. The three most important are as follows. Firstly, pupils should be prepared for tasks to maintain their ongoing comprehension. Secondly, steps need taking to ensure their personal commitment to studies. Thirdly, they should feel in ‘mindful’ control of their own activities throughout.

Three Principles For A New Progressivism

Abstract Three principles are proposed for a new progressivism in primary school education. These establish the nature of individualism in education, the need to empower individuals through schooling, and an economy of means by which this can be achieved using progressivist methodology. The principles are worked out within a rational‐humanist framework and assume a constructivist rather than a social‐constructivist model of human development. It is suggested that progressive (or progressivist) axioms can benefit from their forced adaptation to a structured scheme such as the English/Welsh National Curriculum.

Towards a New Progressivism in Primary School Education

Summary An ideologically neutral orthodoxy of primary school educational practice may be developing in the United Kingdom on the basis of a critique of ‘progressive’ methodologies found, for example, in the writings of Robin Alexander. This paper expresses caution about such a development, by defending principles underlying progressive or ‘child‐centred’ approaches to classroom practice against misconception and misrepresentation as well as against more substantiated attacks. It argues for a development of child‐centred teaching methods within the English/Welsh National Curriculum in the light of current models of mind and human development and the sorts of practical demands the National Curriculum makes on primary school teachers.

Time Against Ideology: the changing primary school

Abstract Interviews with primary school practitioners about the implementation of the English/Welsh National Curriculum, during the 18‐month period up to the interim Dearing Report (1993a), are analysed quantitatively and qualitatively. Using previous reports for baseline comparisons, and referring to the final Dearing Report (1994), long‐term trends are deduced from a structure of argument which interprets events in primary schools as influenced by a conflict between two principles—shortage of time to fulfil National Curriculum requirements and demands of ‘good practice’, described ideologically. Predictions about changes from child‐focused to standard curricula, informal to formal methods, and from local to standard assessments, see the present ‘hybrid’ state of schools and classrooms as temporary, en route either to a more considered formalism or to a new ‘child‐centredness’, developed appropriately for teaching the new curricula.

Strong in diversity: primary school inspectors’ beliefs

ABSTRACT In‐depth interviews with twelve OFSTED primary school inspectors reveal diverse beliefs about school and curriculum management and teachers’ management of professional relationships. These beliefs are contrasted with those of school practitioners, then categorized, for convenience, as being of three types. Inspectors may be (1) sympathetic to the practical dilemmas of teachers while being out of sympathy with a number of the demands of educational reformers; (2) they may be even‐handed about practitioner dilemmas and the needs of reform; (3) they may be sympathetic to the demands of reformers while being more dismissive of teachers’ positions. It is argued that it is school inspectors’ beliefs which are likely to determine their judgements during a school inspection. It is also suggested that whether a school is visited by inspectors belonging to one category or another is, to an important degree, a matter of chance.

Dilemma and resolution: primary school teachers look beyond Dearing

ABSTRACTDuring an hiatus in reform created by the implementation of Sir Ron Dearings revisions of the English/Welsh National Curriculum, forty primary school practitioners were interviewed about the way their jobs have changed over recent years, and whether the recent SCAA revisions address their difficulties. They were asked about relationships with colleagues, pupils, parents and inspectors and given the opportunity to advise on the way ahead. Their responses were analysed as five practical dilemmas summarized under two headings: (1) whether to embrace the trend towards standardization and central control built into the ERA or try to adapt its changes towards the diverse, individualistic (child-centred) ethos of British primary schools; (2) whether to work for co-operation with others in the face of challenges or compete for resources and clientele. Practitioners were found, generally, to interpret reforms in ways allowing them to retain their current personal philosophies and practices, while preferri...

Problems and prospects for primary school teacher-professionalism

Groups of academics, school practitioners, L.E.A. advisers and consultants — members of the Association for the Study of Primary Education — were interviewed about how legislated change is affecting teacher (primary-school) professionalism. A range of views was expressed, though three tacit theories of teacher professionalism were found to dictate many opinions. Most people believe that professional associations and other interested bodies need to work jointly to remedy public misperceptions of teaching generally and primary school teaching especially.

Can we manage teacher performance

Recent legislation imposing ‘performance management’ on schools seems to assume that teachers apply learned skills to standard situations in pursuit of their goals. Yet if professional teaching is knowledge-based and value-driven, teachers will not manage their own practices in any straightforward sense. Teaching practices are slow-developing outputs from much thought and experience, not easily changed through direct intervention. It is the circumstances of teaching which are directly managed, allowing teachers to use their expertise freely in service of their pupils.