Those who can?
Article
The world in which teachers must now operate is much changed from that of the 1980s and even the 1990s. During that time, political reforms have both helped and hindered teaching. Developments in technology and media have altered the way in which information is accessed, processed and shared by young people and have changed leisure and social experiences beyond recognition. Shifts in family formation, which began before the 1980s, have continued to alter the context in which schooling takes place.
It is increasingly the case that teachers cannot expect parents to have universal cultural norms or expectations about education, and must deal with varying levels of parental interest and engagement. And teachers have to deal with increasingly challenging behaviour, and are expected to perform expanded, more proactive roles in young people's lives.
This report considers the implications of these trends for teaching in England. It also explores the central role that teachers play in pupil attainment and development.
Related items
Taken to heart: Inequalities in heart disease in Scotland
More than 7.6 million people across the UK live with cardiovascular disease (CVD), around twice as many as live with Alzheimer’s disease and cancer combined.Skills passports: An essential part of a fair transition
This month, government will publish its Clean Energy Workforce Strategy. This plan covers two aims. First, filling the growing demand for skills in clean energy industries is essential to keep on track to reach the government’s clean power…Fixing the leak: How to end the £22 billion annual taxpayer losses at the Bank of England
The Bank of England increased its interest rates over recent years, aimed at reducing inflation. But this has also had an unintended effect on the Bank of England’s massive government bond buying – ‘quantitative easing’ – programme.