Focusing on teaching and learning in educational institutions, Transforming Professional Practice in Education explores the value of enhancing dialogue to improve both professional relationships and practices. Offering a critique of the present state of education, this book focuses on the belief that education should be about being and becoming human, and how everyone implicated in education learns through dialogue with others, and that humans are relational beings who develop and flourish within reciprocal relationships.
The authors offer an alternative to reductive and systems-driven procedures by building a case for psychologically robust educational methods. They provide an authoritative and theoretically well-grounded rationale for psychological approaches to professional practice to promote debate about the purposes of education. Rich with practical examples, the chapters discuss the risks of professional isolation, ethics vs morals in education, the nature of relationships in education, and interventions that would ground these ideas in practice.
This book is important reading for clinical, educational, and other applied psychologists. It is also of value to those within educational institutions, such as SENDCos and those responsible for the safety of children and young people, who are seeking to develop their understanding of how dialogue enhances professional encounters, and who are looking for alternative ways of engaging with education, which improve mental health and wellbeing.
Author(s): Simon Gibbs, David Leat, Wilma Barrow
Publisher: Routledge
Year: 2022
Language: English
Pages: 175
City: London
Cover
Half Title
Title Page
Copyright Page
Table of Contents
Introduction
Note
1 The State We’re In: How We Are Not Alone and Some Consequences of Relationships
Introduction
The Context of Education
Who Are We (Philosophically, Psychologically Speaking)?
The Growth of Reciprocity
Agency and Autonomy
Human Behaviours in and Between Groups
Others and Othering
Groups in Education, Not All of Which Are Intentionally Educational
Conclusion
Note
2 On Being and Becoming Human: Relationships in Professional Settings
Introduction
Social, Global Context
Progress to Date?
Education, Schools, and Relationships: the Philosophical Foundations
School Organisation as the Basis for Learning
Broadening the Perspective Again
Conclusion: Setting Aside Self-Interest
Notes
3 Building Educational Alternatives
Introduction
Possible Models for a Curriculum
Curriculum Making at Different Sites
The Supra Layer
The Meso Layer
The Micro Layer
Teacher Agency and the Micro Layer
Relational Agency
A Case in Particular (Meso, Micro, and Nano Layers)
The Nano Level: the Effect of Equitable Curriculum and Pedagogy On Students
The Nano Level: Struggling to Get It Right
Conclusion
4 Morals and Ethics in Educational Practice
Introduction
Professionals, Identity, and Autonomy
Managerialism, Power, and Control
Summary: the General Effects of Performativity On Schools and Colleges
Taking a Morally and Empirically Warranted Ethical Stand
Ethical Practices and Leadership
Ethical Teachers and Relationships
Conclusion
5 Dialogue and Awareness of the Space Between
Introduction
The Issue of “Space”
Space in Systems
Education, Democracy, Relationships, and Transformation
Interdependent Selves and Others
The Dialogue of Self and Other
The Ethic of Dialogue
The Face-To-Face of Dialogue
Provisional Summary and Concluding Thoughts
6 Consultation and Intervention for and With Others
Introduction
Models of Professional Consultation in Education
Communication
The Ethics of Consultation
What Do We Mean and Understand When We Talk About Intervening?
What Is “Learning” and How Might We Understand It in the Context of Consultation?
The Effects of Consultation With Schools and School Staff
In Conclusion
Note
7 Synthesis
Introduction
Note
References
Index
