Book Cover -- Half-Title -- Title -- Copyright -- Contents -- List of tables -- Preface -- Acknowledgements -- Chapter 1 The need for skilful teaching -- WHAT IS PROFESSIONAL 'COMPETENCE'? -- Identifying and defining competence and incompetence in teaching -- THE NEED FOR SKILFUL TEACHING -- THE TEACHING COMPETENCE PROJECT -- Head teachers -- Teacher unions -- Local Education Authorities (LEAs) -- Chairs of school governing bodies -- Teachers -- Parents -- Pupils -- Chapter 2 Professional incompetence -- COMPARISONS WITH OTHER PROFESSIONS AND ORGANISATIONS -- Barristers -- Solicitors -- Doctors -- Nurses, midwives and health visitors -- Local Authority employees -- Commercial organisations -- POLICY AND PRACTICE IN THE OTHER COUNTRIES -- Some European practice -- The United States -- RESEARCH INTO INCOMPETENCE -- Identifying incompetence -- Dealing with incompetence -- Chapter 3 The views and experiences of head teachers -- THE PRELIMINARY INTERVIEW STUDY -- THE NATIONAL SURVEY OF HEAD TEACHERS -- Heads' definitions and identification of incompetence -- Types of case encountered by heads -- How did the teacher react to the allegation of incompetence? -- What help or support was made available? -- Who else became involved? -- How long did the process last? -- Were predetermined procedures followed? -- Why did some teachers not improve, while others did? -- What approaches appeared to work well? -- The outcomes of the cases -- How can the process be improved? -- What were the constraints? -- What would have helped? -- General observations -- SUMMARY -- Chapter 4 Teachers alleged to be incompetent -- SAMPLE -- Sample details -- TEACHERS' ACCOUNTS OF EVENTS -- Definitions and identification of incompetence -- Notification of problem with performance -- Areas of performance regarded as unsatisfactory -- Teacher's receptiveness to support and advice.

Procedural issues -- Time scales -- Accounts of other parties' involvement in the events -- Outcomes -- TEACHERS' REFLECTIONS ON EVENTS -- What might teachers have done differently? -- Successful practice -- Constraints on teachers' actions and response to the allegation -- General comments made by teachers -- FOUR CASE STUDIES -- Mrs Baker -- Miss Stanhope -- Mr Davis -- Mr Peters -- SUMMARY -- Chapter 5 The role of professional colleagues -- WORKING ALONGSIDE AN INCOMPETENT COLLEAGUE -- Perceived areas of weakness -- How respondents became aware of a colleague's problems -- Confronting the problem -- Action reportedly taken by schools -- Outcomes of the cases described -- Effects of under-performing teachers on other staff -- What should have been done differently? -- Time scales -- Selection and monitoring -- Lack of tolerance? -- SUMMARY -- Chapter 6 Union officers -- DEFINITIONS AND EXPERIENCES OF INCOMPETENCE -- Definitions -- Types of case encountered by union officers -- What triggers an incompetence case? -- Outcomes of incompetence cases -- What factors are important in cases where teachers actually improve? -- Procedures -- The role of the teacher associations in incompetence cases -- Union officers' responses to shortening the time scale -- SUMMARY -- Chapter 7 Local education authority officers -- SAMPLE -- DEFINITIONS AND EXPERIENCES OF INCOMPETENCE -- Definitions -- Numbers of cases -- Identifying problems -- The role of the LEA -- Capability procedures -- Successful strategies in dealing with cases of incompetence -- Outcomes of incompetence cases -- Time scales -- SUMMARY -- Chapter 8 Chairs of school governors -- SAMPLE -- PERCEPTIONS OF INCOMPETENCE -- Definitions -- INVOLVEMENT OF CHAIRS OF GOVERNORS -- How chairs of governors were informed of cases of incompetence -- The role played by the chair of governors.

Other people's help and involvement -- Constraints -- GOVERNOR EXPERTISE AND VIEWS ON TRAINING -- Perceptions of governors by teachers and heads -- PROPOSALS FOR REFORM -- SUMMARY -- Chapter 9 The views and experiences of parents -- SAMPLE -- PARENTS' CONSTRUCTS OF GOOD AND BAD TEACHERS -- A 'good' teacher -- A'bad' teacher -- PARENTS' ACCOUNTS OF AREAS OF CONCERN AND ACTION TAKEN -- Parents' areas of concern -- How parents became aware of the problem and what action they took -- Outcome of complaints -- SUMMARY -- Chapter 10 The views and experiences of pupils -- SAMPLE -- YOUNGER PUPILS AGED 7-YEAR 2 -- A 'good' teacher -- A'bad' teacher -- Problems at school -- OLDER PUPILS AGED 10 TO 16-YEARS 6, 7, 9 AND 11 -- Important attributes of a teacher -- Complaints -- What makes a good teacher? -- What makes a bad teacher? -- DIFFERENCES BETWEEN BOYS AND GIRLS AND PUPILS OF DIFFERENT AGES -- Boys and girls -- Younger (Years 6 and 7) and older (Years 9 and 11) pupils -- SUMMARY -- Chapter 11 Implications and consequences -- SIGNIFICANT FINDINGS -- REFLECTIONS ON THE PROCESSES OBSERVED -- Human competence -- Power and authority -- Expediency and pragmatism -- The rights and responsibilities of pupils and teachers -- THE CONTEXT OF TEACHING -- Specific issues in different contexts -- ASSESSMENT, TRAINING AND SUPPORT -- School inspections -- In-house monitoring, appraisal and support -- FAILING OR SUCCEEDING? -- Objectivity in an emotionally charged climate -- Failing teachers? -- Bibliography -- Index.

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2018. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.