Immoral education: the assault on teachers' identities, autonomy and efficacy
"This book brings together for the first time a synthesis of philosophical and psychological material to examine the basis for the professional identity that teachers might believe in, and the effects of misunderstanding and mistreating these beliefs. By critically synthesising findings from a...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Abingdon, Oxon
Routledge is an imprint of the Taylor & Francis Group, an Informa Business
2018
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "This book brings together for the first time a synthesis of philosophical and psychological material to examine the basis for the professional identity that teachers might believe in, and the effects of misunderstanding and mistreating these beliefs. By critically synthesising findings from a range of sources, the book provides a rationale that argues an essential ingredient of good education is the quality of teachers who have a reaffirmed sense of creativity, autonomy and agency. The book presents a role for educational?psychology in informing educational and inclusive processes, filling a longstanding need for a text that delineates the way psychological phenomena underpin education. Beginning by considering notions of 'self' and 'identity', the book explores the relationship between our identity as defined by ourselves, but also as defined by others in the social and professional?groups we may or may not be considered as being part of. It looks critically at how the erosion of the professional identity of teachers has affected education, and considers the morality of 'othering' 'others' and its damaging effect on teachers and?young people. Gibbs reflects on the organisational structure and leadership of schools, the psychology of these institutions, and the barriers that need to be overcome in order to promote greater inclusivity within them. Offering a careful and insightful look at the psychology behind education and teaching, this is an essential read for?teacher educators, researchers and academics in the field of education and will appeal to policy makers, teachers and educational psychologists."--Provided by publisher |
| Beschreibung: | 1 online resource |
| ISBN: | 9781351254847 1351254847 9781351254823 1351254820 9781351254816 1351254812 |
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| 520 | |a "This book brings together for the first time a synthesis of philosophical and psychological material to examine the basis for the professional identity that teachers might believe in, and the effects of misunderstanding and mistreating these beliefs. By critically synthesising findings from a range of sources, the book provides a rationale that argues an essential ingredient of good education is the quality of teachers who have a reaffirmed sense of creativity, autonomy and agency. The book presents a role for educational?psychology in informing educational and inclusive processes, filling a longstanding need for a text that delineates the way psychological phenomena underpin education. Beginning by considering notions of 'self' and 'identity', the book explores the relationship between our identity as defined by ourselves, but also as defined by others in the social and professional?groups we may or may not be considered as being part of. It looks critically at how the erosion of the professional identity of teachers has affected education, and considers the morality of 'othering' 'others' and its damaging effect on teachers and?young people. Gibbs reflects on the organisational structure and leadership of schools, the psychology of these institutions, and the barriers that need to be overcome in order to promote greater inclusivity within them. Offering a careful and insightful look at the psychology behind education and teaching, this is an essential read for?teacher educators, researchers and academics in the field of education and will appeal to policy makers, teachers and educational psychologists."--Provided by publisher | ||
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Datensatz im Suchindex
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| author | Gibbs, Simon 1948- |
| author_facet | Gibbs, Simon 1948- |
| author_role | aut |
| author_sort | Gibbs, Simon 1948- |
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| bvnumber | BV047016133 |
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| ctrlnum | (ZDB-7-TFC)9781351254847 (DE-599)BVBBV047016133 |
| dewey-full | 371.1 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.1 |
| dewey-search | 371.1 |
| dewey-sort | 3371.1 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Electronic eBook |
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Gibbs reflects on the organisational structure and leadership of schools, the psychology of these institutions, and the barriers that need to be overcome in order to promote greater inclusivity within them. Offering a careful and insightful look at the psychology behind education and teaching, this is an essential read for?teacher educators, researchers and academics in the field of education and will appeal to policy makers, teachers and educational psychologists."--Provided by publisher</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teachers / Professional relationships</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teachers / Identification</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.taylorfrancis.com/books/9781351254847</subfield><subfield code="x">Verlag</subfield><subfield code="z">URL des Erstveroeffentlichers</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-7-TFC</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-032423670</subfield></datafield></record></collection> |
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| index_date | 2024-07-03T15:58:17Z |
| indexdate | 2024-07-10T09:00:13Z |
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| isbn | 9781351254847 1351254847 9781351254823 1351254820 9781351254816 1351254812 |
| language | English |
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| spelling | Gibbs, Simon 1948- Verfasser aut Immoral education the assault on teachers' identities, autonomy and efficacy Simon Gibbs Abingdon, Oxon Routledge is an imprint of the Taylor & Francis Group, an Informa Business 2018 © 2018 1 online resource txt rdacontent c rdamedia cr rdacarrier "This book brings together for the first time a synthesis of philosophical and psychological material to examine the basis for the professional identity that teachers might believe in, and the effects of misunderstanding and mistreating these beliefs. By critically synthesising findings from a range of sources, the book provides a rationale that argues an essential ingredient of good education is the quality of teachers who have a reaffirmed sense of creativity, autonomy and agency. The book presents a role for educational?psychology in informing educational and inclusive processes, filling a longstanding need for a text that delineates the way psychological phenomena underpin education. Beginning by considering notions of 'self' and 'identity', the book explores the relationship between our identity as defined by ourselves, but also as defined by others in the social and professional?groups we may or may not be considered as being part of. It looks critically at how the erosion of the professional identity of teachers has affected education, and considers the morality of 'othering' 'others' and its damaging effect on teachers and?young people. Gibbs reflects on the organisational structure and leadership of schools, the psychology of these institutions, and the barriers that need to be overcome in order to promote greater inclusivity within them. Offering a careful and insightful look at the psychology behind education and teaching, this is an essential read for?teacher educators, researchers and academics in the field of education and will appeal to policy makers, teachers and educational psychologists."--Provided by publisher Teachers / Professional relationships Teachers / Identification https://www.taylorfrancis.com/books/9781351254847 Verlag URL des Erstveroeffentlichers Volltext |
| spellingShingle | Gibbs, Simon 1948- Immoral education the assault on teachers' identities, autonomy and efficacy Teachers / Professional relationships Teachers / Identification |
| title | Immoral education the assault on teachers' identities, autonomy and efficacy |
| title_auth | Immoral education the assault on teachers' identities, autonomy and efficacy |
| title_exact_search | Immoral education the assault on teachers' identities, autonomy and efficacy |
| title_exact_search_txtP | Immoral education the assault on teachers' identities, autonomy and efficacy |
| title_full | Immoral education the assault on teachers' identities, autonomy and efficacy Simon Gibbs |
| title_fullStr | Immoral education the assault on teachers' identities, autonomy and efficacy Simon Gibbs |
| title_full_unstemmed | Immoral education the assault on teachers' identities, autonomy and efficacy Simon Gibbs |
| title_short | Immoral education |
| title_sort | immoral education the assault on teachers identities autonomy and efficacy |
| title_sub | the assault on teachers' identities, autonomy and efficacy |
| topic | Teachers / Professional relationships Teachers / Identification |
| topic_facet | Teachers / Professional relationships Teachers / Identification |
| url | https://www.taylorfrancis.com/books/9781351254847 |
| work_keys_str_mv | AT gibbssimon immoraleducationtheassaultonteachersidentitiesautonomyandefficacy |