ABSTRACT
This chapter argues that initially at least it was also important to consider aims, purposes and values in the field of English teaching. It focuses on the teacher in the classroom, rather than on the children who are taught. The chapter considers the methods and procedures that are available to teacher in teachers’ attempts to keep track of teachers’ own progress and development as a teacher. In approaching comparison in these circumstances teacher are less likely to be concerned with deciding who the better or less successful teacher. The notion of 'co-operative' teaching is similar, but normally entails a specialist remedial or 'learning support' teacher working alongside the main subject-teacher and giving additional help to any child who needs it. To attempt to appraise or evaluate teachers’ classroom practice without taking into account what teachers’ pupils appear to be learning, or their attitudes to teacher and the subject teacher teach, is clearly unacceptable.
