Reconstructing the teacher as a post secular pedagogue: a consideration of the new Teachers’ Standards

Bryan, Hazel (2012) Reconstructing the teacher as a post secular pedagogue: a consideration of the new Teachers’ Standards. Journal of Beliefs and Values, 33 (2). pp. 217-228. ISSN 1361-7672

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Abstract

The new Teachers’ Standards draw upon the Prevent Strategy in foregrounding the upholding of ‘fundamental British values’ as a central tenet in teacher work. This article explores the relationship between values, religion and Standards in teacher work. A consideration of the new Standards gives rise to the notion of teacher as cultural custodian, moral compass and upholder of the virtues. The cornerstone of Western liberal education – that education is essentially secular – is, arguably, challenged in the light of the new Teachers’ Standards, which have made a significant break with past Professional Standards. As such, this article considers the tension between the (contested) secular norm and the introduction of a professional and personal values dimension in teacher work. The model of teacher as post secular pedagogue is thus advanced in this article.

Item Type: Article
Article Type: Article
Uncontrolled Keywords: Teacher responsibility, Values, Teacher characteristics, Teacher behaviour, Teacher attitudes, Academic standards, Role of religion, Teacher role, Primary education, United Kingdom
Related URLs:
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Schools and Research Institutes > School of Education > Teacher Education
Research Priority Areas: Learning and Professional Contexts
Depositing User: Susan Turner
Date Deposited: 26 Oct 2015 15:58
Last Modified: 13 Nov 2016 12:46
URI: http://eprints.glos.ac.uk/id/eprint/2749

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