This article takes externally imposed staff development activities as a starting point for its major argument that teachers must be appreciated and understood in terms of their purposes, as people, and in terms of their work context—as ‘total teachers’. Teachers,
We continue the discussion of the teacher’s role, exploring in what ways teaching can be said to be a ‘professional’ activity. It recognises the conflicting expectations which society holds of teachers and the consequent dilemmas which teachers face within the
The varying perceptions which societies, policy-makers, and teacher educators have of teachers is an influential factor on how teachers are prepared and how their professional development is promoted. Here, we try explore teaching and teachers in detail. Views on the
