Publication set to open up debate on teaching

last updated:14 Jun 2010

A new publication aimed at opening up debate about the art, science and craft of teaching was launched on Monday 14 June by the GTCE, working with the Teaching and Learning Research Programme (TLRP).

The result of collaboration between the GTCE and the TLRP, 'Professionalism and pedagogy – a contemporary opportunity' will generate greater insight into what teachers do, while celebrating their expertise, says the GTCE.
 
Chief Executive Keith Bartley says: 'The GTCE is delighted to play a part in producing this new report that helps us to fulfil a key aspect of our remit to raise standards of teaching and learning.  
 
'Everyone understands the value and impact that high quality teaching has for children and young people – but as a profession, we have struggled to articulate precisely how we attain those results. This timely publication will add to the debate, helping us to arrive at a better understanding of the complexity of teaching.'

With a copy being sent to every school in England and teacher training institutions, Professionalism and pedagogy provides teachers with a conceptual framework to analyse and reflect on expert teacher practice – but it is not intended to be a tick list or accountability tool. 

Instead, the aim is to represent the major dimensions of teacher expertise, organised around nine enduring issues. These concern educational aims, learning contexts, classroom processes and learning outcomes. Each part of the framework is accompanied by a case study and a description of the thinking that underpins it.

A working group of teachers also contributed to the framework’s development and there is a section detailing how some of these teachers have already used it. For example, St Joan of Arc Catholic School in Rickmansworth, Hertfordshire has built the framework into its work on whole school improvement. Meanwhile Danecourt Special School in Gillingham, Kent is using the framework to redevelop its approach to foundation subjects, making them more accessible and relevant to children. 

Mr Bartley says: 'Every day in classrooms all over the country teachers are using their expert judgement to recognise and resolve dilemmas in teaching and learning. We believe that if we can identify our expertise more explicitly, the profession can grow in confidence, becoming ever more effective. At the same time, the public may become increasingly appreciative of the skills, knowledge, understanding and moral commitment that so many teachers embody.'

Download the publication from the GTCE's new pedagogy web pages

To share your thoughts and comments on the new publication:

email: pedagogy@gtce.org.uk  

Notes to editors
About the GTC
The General Teaching Council is the independent professional and regulatory body for teaching in England. 580,000 qualified teachers are registered with the GTC.

Its principal statutory remit is to contribute to improving standards of teaching and the quality of learning and to maintain and improve standards of conduct in the public interest. It works for children, through teachers.

Contacts
Fiona Johnson, Director of Communications
Phone: 020 7023 3943
Mobile: 07788 101600

Fiona Armstrong, Press Officer
Phone: 020 7023 3979
Mobile: 07825 842937