ABSTRACT
Schools are of course all about helping children and young people to learn. If their primary purpose were not the facilitation of their students’ learning, schools would be very different from the easily recognisable institutions that they are. The world has become accustomed during the last two centuries to schools that consist largely of collections of classrooms, places where teachers teach and, it is hoped, students learn. Far from wanting to challenge this accepted reality, we want to re-assert it. However, it has been only gradually over these two centuries that we have come to realise that successful classroom teaching is a very demanding and complex task. Furthermore, the complexity of the task has increased greatly over these two hundred years escalated. In the twenty-first century we still want everyone to become
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educational goals. The task of classroom teaching now has to encompass such ambitious goals as enabling all students to develop their capacity for unlimited future learning (see Hart et al., 2004). It is therefore a task that is dependent not just on high levels of expertise on the part of teachers, but also on their creativity and continuous new learning.
