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PHILOSOPHY OF EDUCATION GROUP ESSAY, CAN TEACHERS BE ACCOUNTABLE WITHOUT…
PHILOSOPHY OF EDUCATION
GROUP ESSAY
1,500 words
c. 250 each
16th April
Bullet point draft
2nd April
Statement of position
Reference to literature +
Personal response +
Reflection on classroom observations
Answers +
potential objections
clarity of argument
assume your reader
disagrees with you
1 or 2 arguments
will suffice
Use quotes sparingly
State what you want to prove
convince the reader
rational persuasion
anticipate objections
Avoid:
Introductions
Quotes (lengthy ones)
sitting on the fence
presupposing the truth
TASKS
Bullet point draft
Statement of position
(150 words)
We think that....
bullet points
Final editing
Essay:
Thesis
SOP
Direct answer
Use "We"
750 words
Make a claim
Dogs are greatest
Grounds - evidence
foundation
a great pet is...loyal, loving
Exceptions
Warrant - Grounds - Backing
dogs are affectionate, easily trained
additional evidence
these traits are why dogs are
the most used
service animals
Qualifier
dogs are typically...
Antithesis
Further defend position
Identify different positions
Why our position still holds
500 words
Rebuttals
engage with other views
Synthesis
Brief summary
Why still holds value
250 words
Link with online lecture on professionalism
Link the 2 terms
Determine the priority
CAN TEACHERS BE ACCOUNTABLE WITHOUT BEING RESPONSIBLE?
If not, is it just a tick-box exercise?
Which form
of accountability?
We believe that a level of responsibility is needed to satisfy the accountability concept
particularly based on Sockett's Professional Accountability - code of conduct
Less so if accountability is seen as
the Utilitarian model
designed by stakeholders
outside the profession
a model of accountability which
removes the care and humanistic
side of teacher is likely to result in
demotivated teachers
which will ultimately impact on the outcomes of students
loss of autonomy
sense of inadequacy/failure
overworked
What we can control
Have to get buy-in from
society/taxpayers on that
we should not fear
accountability but rather
celebrate our moral responsibility
in society
whether it is seen as
pos or neg. is context dependent
the system of accountability needs to be
understood by the public for t
hem to have confidence in it
society has a right to expect standards of teachers entrusted with the care of children and paid for by the state
Both models can be seen as
having the aim of raising standards
but standards of what?
Consider Teaching Council guidelines and code of conduct
What do we mean by being responsible
responding to needs of students
Importance of Care
for students
Absence of care = ?
Unlikely to lead to the results expected
in a utilitarian model anyway
making judgements on a
daily basis and adapting
Responsibility is the priority
because without it
almost impossible to manage
the diverse classroom
Consider competence
Quality standards
Qualifier
- if we focus solely on responsibility
we will have variations BUT
standards and codes can reduce these
variations
Both required for modern
professional teacher
C. Skerritt article :!:
particularly pgs 16-18
re. collaborative approach
Englund and Solbrekke
All about balance of the 2 models
pg 60
and page 66
requires professional associations
that encourage social values
but also willing
to impose sanctions where standards
are not upheld
responsibility must presede and supersede
acountability (p. 68)