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Teacher education. Teacher's profession --- Germany (GDR) --- Teachers --- Teachers' socio-economic status --- Training of --- Economic conditions. --- Social conditions.

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371.12 --- Educational sociology --- Socialization --- Teachers --- #SBIB:316.334.1O272 --- Teachers' socio-economic status --- Child socialization --- Children --- Enculturation --- Social education --- Education --- Sociology --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- 371.12 Onderwijzend personeel --(algemeen) --- Onderwijzend personeel --(algemeen) --- Social conditions. --- Onderwijs: rol van het personeel: leraars --- Aims and objectives --- Teacher education. Teacher's profession --- Social conditions

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There is a tendency in much educational thinking to view pupils in passive terms, as the material on which schools operate. This damaging view is challenged here. Significant recent research shows the effects of changing educational conditions on the experience of teaching and learning in schools. By redressing the balance and acknowledging the affective side of pupils and their learning, this book shows that improved understanding leads to improved teaching. Contributions from Stephen Ball, Martyn Descombe, Ann Filer, Andy Hargreaves, Bob Jeffrey, Geoff Troman, Andrew Pollard and Peter Woods.

Teaching --- Teachers --- Learning. --- Educational sociology. --- Ethnology. --- Cultural anthropology --- Ethnography --- Races of man --- Social anthropology --- Anthropology --- Human beings --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Learning process --- Comprehension --- Teachers' socio-economic status --- Social aspects. --- Social conditions. --- Aims and objectives --- #PBIB:2000.1

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Bread and Roses is an Australian first, a collection of stories from academics who identify as coming from working-class backgrounds. At once inspiring and challenging, the collection demonstrates how individual narratives are both personal and structural, in that they illustrate the ways in which social forces shape individual lives. Central themes in the book are generational changes in university education provision in Australia, the complexities of coming from a working class background and being female, or coming from a working class background and being female and a recent migrant, and the particular challenges facing students and staff from rural and regional areas. An essential read for anyone interested in widening participation programs in higher education, including administrators, academics, past and present students, Bread and Roses is both a map for those who want to undertake a similar journey and a community for those who want to join.

Education --- Social Sciences --- Education - General --- College teachers --- Working class --- Social conditions. --- Education (Higher) --- Commons (Social order) --- Labor and laboring classes --- Laboring class --- Labouring class --- Working classes --- Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- Universities and colleges --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- Employment --- Teachers --- Education. --- Education, general. --- Social classes --- Labor --- Faculty --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- College teachers' socio-economic status

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This volume contributes to debates about the teaching profession by reviewing international and national reports on its status, as well as on reforms of various education systems. It proposes a global approach to the quality of the teaching profession as a decisive ingredient of education quality, including a conception of its identity and a vision of its future. Moreover, it is suggested that professional self-regulation may be the best way to achieve higher professional and social status for teachers, since it allows educators collectively to assume the culture of the values that comprise the uniqueness and fullness of the teaching profession.

Education. --- Teaching and Teacher Education. --- Professional & Vocational Education. --- International and Comparative Education. --- Education --- Social Sciences --- Theory & Practice of Education --- Teaching. --- Teaching --- Teachers. --- Teachers --- Evaluation. --- Social conditions. --- Attitudes. --- Vocational guidance. --- Aims and objectives. --- Aims and objectives of education --- Educational aims and objectives --- Educational goals --- Educational objectives --- Educational purposes --- Goals, Educational --- Instructional objectives --- Objectives, Educational --- Purposes, Educational --- Teaching as a profession --- Teachers' socio-economic status --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- International education. --- Comparative education. --- Educational sociology --- School employees --- Instructional systems --- Pedagogical content knowledge --- Training --- Professional education. --- Vocational education. --- International education . --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- History --- Professional and Vocational Education. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of