NOTES AND REFERENCES
- Hencke , D. 1978 . Colleges in Crisis , Harmondsworth : Penguin .
- Lynch , J. 1979 . The Reform of Teacher Education in the United Kingdom , (Guildford Society for Research into Higher Education) .
- King , R.A. 1980 . Weberian perspectives and the study of education . British Journal of Sociology of Education , 1 : 7 – 23 . King has recently argued that a Weberian sociology of education offers just this possibility. See
- Weber , M. 1948 . From Max Weber, Essays in Sociology , Edited by: Gerth , H.H. and Mills , C.W. London : Routledge & Kegan Paul .
- King . 1980 . Op. cit. Note [3] discusses both the limitations of ideal types, and the element of relative autonomy which a Weberian approach gives to the actors.
- Bell , A.B. 1979 . Social structure, interaction and commitment in teacher training institutions , University of East Anglia . unpublished PhD thesis
- Lomax , D.E. 1973 . “ Teacher education ” . In Educational Research in Britain, No. 3 , Edited by: Butcher , H.J. and Pont , H.B. University of London Press . See TAYLOR, W. (1969) Recent research in the education of teachers, and Shipman, M. (1969) Commentary, both in: Taylor, W. (Ed.) Towards a Policy for the Education of Teachers, Colston Papers No. 20, Butterworths. And, more recently,
- Taylor , W. 1969 . Education and the Training of Teachers , London : Faber & Faber . Taylor is not explicit as to what period in the development of the colleges is being described here, but all the references cited in support of this view date from the late 1950s to early 1960s.
- Shipman , M. 1967 . Education and college culture . British Journal of Sociology , 18 ( 4 ) Shifman, M. (1965) Personal and social influences on the work of a teacher training college, unpublished PhD thesis, University of London. See also,
- Paston‐Brown , B. 1966 . A time for revaluation . Education for Teaching , 69
- Shipman , M. 1969 . The changing role of the College ofEducation lecturer . Paedagogica Europaea , 5 : 137 – 145 .
- Bantock , G.H. 1969 . “ Conflict of values ” . In Op. cit. Edited by: Taylor , W. [7].
- Weber , M. 1948 . “ The typological position of Confucian education ” . In op. cit. Edited by: Gerth , H.H. and Mills , C.W. [4].
- Bernstein , B. 1971 . “ On the classification and framing of educational knowledge ” . In Knowledge and Control , Edited by: Young , M.F.D. London : Collier‐Macmillan .
- Douglas , M. 1973 . Natural Symbols , 2nd edn , Harmondsworth : Penguin .
- See Moore , S.F. 1975 . “ Epilogue: uncertainties in situations, indeterminacies in culture ” . In Symbol and Politics in Communal Ideology , Edited by: Moore , S.F. and Myerhoff , B.G. New York : Cornell University Press . for a discussion of processes of ‘situational adjustment’.
- STRAUSS , A.L. 1959 . Mirrors and Masks , Glencoe, Illinois : The Free Press .
- Shipman , M. op. cit. [9]
- Bernbaum , G. 1977 . Knowledge and Ideology in the Sociology of Education , London : Macmillan .
- Taylor , W. 1968 . The educator of teachers in England . International Review of Education , 14 ( 4 ) See Eggleston, J. (1966) The staffing of the education department, Education for Teaching, No. 69; Taylor, W. (1965) Who teaches education?, Universities Quarterly, Vol. 20, No. 1, and
- Nias , J. 1973 . Coalition formation in colleges of education and the introduction of the B.Ed. . Research in Education , 10
- Shipman , M. op. cit. , [11].
- Young , M.F.D. 1971 . “ An approach to the study of curricula as socially organized knowledge ” . In op. cit. Edited by: Young , M.F.D. These are exactly the features which Young suggests are characteristic of low status knowledge. See
- Taylor , W. 1968 . Op. cit. [20].
- Eason , T.W. 1971 . “ Main subject courses ” . In The Future of Teacher Education , Edited by: Tibbie , J.W. London : Routledge & Kegan Paul .
- Shipman , M. 1969 . Op. cit. [11].
- Des . 1968 . Reports on Education, No. 49 , London : HMSO .
- Warwick , D. 1976 . “ Professional properties: the case of the college teachers ” . In Occasional Papers No. 3 , Department of Sociology, University of Leeds .
- Evans , L.M. 1969 . The role of the education lecturer . Education for Teaching , 80
- Taylor , W. 1969 . Op. cit. , [8].
- This was not the case in the university department.
- Kanter , R.M. 1968 . Commitment and social organization: a study of commitment mechanisms in Utopian communities . American Sociological Review , 33 ( 4 ) Kanter argues; “Commitment is a consideration which arises at the intersection of organizational requisites and personal experience … As such, the concept is of major theoretical importance, since it promises to join structural‐functional considerations with phenomenology.”
- Bernstein , B. 1971 . Op. cit. , [14].
- Coser , L.A. 1974 . Greedy Institutions , New York : Free Press .
- Warwick , D. 1976 . Op. cit. [28] For example, the ATCDE offered the Robbins Committee the advice that: “The combination of academic and professional education is a distinctive feature of the colleges which we are most anxious to preserve. They are concerned with the education of the students as persons and as teachers, each reinforcing the other.” The evidence presented to the Commons Select Committee argued the same point; see
- Warwick , D. 1976 . Op. cit. [28].
- Smithers , A. and CARLISLE , S. 1970 . Reluctant teachers . New Society , 5/3/70. Their indicator of a ‘reluctant teacher’ is somewhat suspect.
- Evans , N. 1976 . “ Searching for a new identity ” . In Changing Patterns of Teacher Education , Edited by: Ragget , M. and Clarkson , M. Eastbourne : Falmer Press .
- DFS . 1972 . Teacher Education and Training , London : HMSO . James Report
- Only about six colleges remain strictly monotechnic.
- Bell , A.B. 1977 . The moral basis of the modular B.Ed. . Research Intelligence , 3 ( 2 )
- Nuffield Foundation . 1976 . The Container Revolution; Report of the Nuffield Foundation Group for Research in Higher Education , London : Nuffield Foundation .
- Eason , T.W. 1971 . op. cit. [25] Just as the knowledge which constituted education theory in the 1960s was developed in the universities, so it might similarly be argued that an academic professional methods component had to await an interest in the universities into curriculum issues. Speaking of the college of education, Eason comments: “A deservedly influential volume, Tibbie, J.W. (1966), ed., The Study of Education, Routledge & Kegan Paul, which marked and consolidated the shift from a ‘developmental’ to a ‘disciplinary’ approach to the subject, contains in 250 pages no more than two or three paragraphs on the curriculum.” By the end of the decade the academic interest was becoming very apparent, illustrated by the emergence of journals such as Journal for Curriculum Studies. See
- Halmos , P. 1970 . The Personal Service Society , London : Constable .
- Evans , L.M. 1975 . Towards field‐centred teacher education; trends in the USA . Education for Teaching , 80
- Times Higher Education Supplement , 10/11/78 In the following weeks there were lengthy replies from tutors in monotechnic colleges disputing this claim of professionalism. In present circumstances, institutions are competing against each other for the recruitment of students by claiming to have the more ‘truly professional degree’. See The Times Higher Education Supplement 24 /11/78.
- The majority of the education department staff interviewed reported a similar, experience of status marginality within the institution; they appeared, as a result, to be strongly oriented towards teaching and interaction with their students.