By Kathleen M. Armour, Robyn L. Jones
Explores the lives and careers of actual schooling academics from views. to start with, lecturers' life-stories illustrate how 8 lecturers turned concerned with recreation, how they entered the actual schooling occupation, why they built specific instructing philosophies, and the way they've got attempted to growth of their instructing careers. Secondly, a broader thematic research identifies concerns which come up in the course of the lecturers' tales and locates them in the wider foreign study literature. Low prestige is pointed out as a permanent problem, and it really is argued that this stems from a scarcity of empirical examine into the tutorial results that are claimed for actual schooling.
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Extra resources for Physical Education: Teachers' Lives And Careers: PE, Sport And Educational Status
Example text
In contrast: Lows have been when (long pause) I’ve been stopped from getting to a high, getting promotion, having my own department. When I didn’t get those jobs, all right, I may not have been the best one but (pause) I’m so conceited that I know I was the best, I was the best, I really know I was the best…I gave the school a very high profile through sport and I say it, I did it. Finally, Pete summarized his current position: A situation’s been created here where I’m gonna stay at Citylimits as long as I want to.
Implicit in this is a perspective on knowledge in physical education which involves more than just content. It is probably a more articulate explanation of that which Jane described simply as ‘it’s more educational’ and it suggests a specific concern with the social and moral development of pupils. ’ In particular, Arnold is perceived as being very different to Pete and, as Pete is viewed as a ‘typical’, male physical education teacher, so Arnold is viewed as ‘atypical’. Taking all this into account, it could be expected that Arnold’s lessons would be quite different in character and approach to those taught by other members of the department.
47 Chapter 6 Laura Laura is a lively, ambitious 29-year-old, and is head of department at Enterprise High School. This is her second teaching post, which she has held for the past four years. Although not as active as she once was, Laura is a keen sportswoman whose enthusiasm for her subject, and for sport in general, is obvious. Her commitment to her teaching role, and all that it entails, is clearly evident. However, the pace at which she runs the department, including the level of sustained commitment she expects from her staff, is beginning to result in signs of strain and tension.
