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We Need to Talk about Teaching

Papers presented at the Day Symposium 'We need to talk about teaching’ held at King’s College London on 6 February 2013, Department of Education and Professional Studies


Dennis Atkinson: "The Blindness of Education to the ‘Untimeliness’ of Real Learning"
This paper argues for an educational project which raises problematic, paradoxical and perhaps impossible issues for effective pedagogies. I conclude with six principles for pedagogical action.

Natacha Kennedy: "Denying Current Education Policy an Open Goal: Towards Articulating an Alternative".

Andrea English: "Expertise in teaching and failures in policy to address it"

Donald Gillies: "Mr Gove’s education: a critical discourse analysis"
This paper reports initial findings from a study of the speeches and newspaper articles of Michael Gove, in his capacity as Secretary of State for Education. The purpose of the study is to identify the view of education which emerges from these publications and to probe and question this position in relation to its coherence, its stated priorities, its inclusions, and exclusions.

John Howson: "From state planning to the market principle – confusion within the teacher preparation market"

Bob Burstow: "CPD in the brave  new world"

Turvey & Yandell: "Reflections on standards based reforms and English teaching"

Sarah Olive: "Shakespeare in the national curriculum"

Alice Bradbury: "Slimmed down’ assessment? Policy contradictions related to ‘burdensome bureaucracy’ in early years and KS1"

George & Clay: "Teach First and moves towards the changing systems of schooling in the context of a hegemonic neo-liberal, market-led societies"

Vicky Randell: "The emerging discourse that teacher education should be viewed as an ‘apprenticeship’ and mediated through ‘on-the-job’ training is problematised signifying the complexities of teacher education and the role of higher education within this process".

Jeremy Burke: "The Perfect Teacher’: pedagogic strategy in school and university". This paper notes the omission of a theory of pedagogy in government statements about teaching and an argument is put that it is precisely this that a university course seek to establish.

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