This book takes as its focus the key interactionist concept of ‘strategy’, a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching. ‘Strategy’ bears on all these issues. It concerns both goals, and ways of achieving them and short-term, immediate aims as well as long-term ones. The essays in this book share a common concern with teacher strategies, emphasizing the discovery of intentions and motives, alternative definitions of situations and the hidden rules that guide our behaviour. Amongst the areas investigated are the influence of factors outside the school in determining the role of the teacher, and the nature and influence of teacher commitment.

The implications for practical action and policy making are stressed throughout, and by recognising and exploring the constraints and influences that operate on teachers, this work constructs a realistic appraisal of the teaching situation.

chapter |9 pages


ByPeter Woods

chapter 1|16 pages

Strategies in Teaching and Learning

ByPeter Woods

chapter 4|14 pages

The Role of Humour in Teaching: Strategy and Self-Expression

ByRobert A. Stebbins

chapter 5|27 pages

Strategies and Structure: Some Critical Notes on Teacher Socialisation

ByGeorge Mardle, Michael Walker

chapter 6|24 pages

The Occupational Culture of Teachers

ByDavid H. Hargreaves

chapter 8|35 pages

Teachers' Conceptions of Professionalism and Trades Unionism: An Ideological Analysis 1

ByMark B. Ginsburg, Robert J. Meyenn, Henry D.R. Miller

chapter 10|17 pages

Patterns of Power and Authority in Classroom Talk

ByA.D. Edwards

chapter 11|21 pages

Technicians or Social Bandits? Some Moral and Political Issues in the Education of Teachers

ByAnthony Hartnett, Michael Naish