TRANSFORMING PROFESSIONAL PRACTICE IN EDUCATION : psychology, dialogue and the practice of... becoming human

Focusing on teaching and learning in educational institutions, __Transforming Professional Practice in Education__ explores the value of enhancing dialogue to improve both professional relationships and practices. Offering a critique of the present state of education, this book focuses on the belief that education should be about being and becoming human, and how everyone implicated in education learns through dialogue with others, and that humans are relational beings who develop and flourish within reciprocal relationships. The authors offer an alternative to reductive and systems-driven procedures by building a case for psychologically robust educational methods. They provide an authoritative and theoretically well-grounded rationale for psychological approaches to professional practice to promote debate about the purposes of education. Rich with practical examples, the chapters discuss the risks of professional isolation, ethics vs morals in education, the nature of relationships in education, and interventions that would ground these ideas in practice. This book is important reading for clinical, educational, and other applied psychologists. It is also of value to those within educational institutions, such as SENDCos and those responsible for the safety of children and young people, who are seeking to develop their understanding of how dialogue enhances professional encounters, and who are looking for alternative ways of engaging with education, which improve mental health and wellbeing. Cover Half Title Title Page Copyright Page Table of Contents Introduction Note 1 The State We’re In: How We Are Not Alone and Some Consequences of Relationships Introduction The Context of Education Who Are We (Philosophically, Psychologically Speaking)? The Growth of Reciprocity Agency and Autonomy Human Behaviours in and Between Groups Others and Othering Groups in Education, Not All of Which Are Intentionally Educational Conclusion Note 2 On Being and Becoming Human: Relationships in Professional Settings Introduction Social, Global Context Progress to Date? Education, Schools, and Relationships: the Philosophical Foundations School Organisation as the Basis for Learning Broadening the Perspective Again Conclusion: Setting Aside Self-Interest Notes 3 Building Educational Alternatives Introduction Possible Models for a Curriculum Curriculum Making at Different Sites The Supra Layer The Meso Layer The Micro Layer Teacher Agency and the Micro Layer Relational Agency A Case in Particular (Meso, Micro, and Nano Layers) The Nano Level: the Effect of Equitable Curriculum and Pedagogy On Students The Nano Level: Struggling to Get It Right Conclusion 4 Morals and Ethics in Educational Practice Introduction Professionals, Identity, and Autonomy Managerialism, Power, and Control Summary: the General Effects of Performativity On Schools and Colleges Taking a Morally and Empirically Warranted Ethical Stand Ethical Practices and Leadership Ethical Teachers and Relationships Conclusion 5 Dialogue and Awareness of the Space Between Introduction The Issue of “Space” Space in Systems Education, Democracy, Relationships, and Transformation Interdependent Selves and Others The Dialogue of Self and Other The Ethic of Dialogue The Face-To-Face of Dialogue Provisional Summary and Concluding Thoughts 6 Consultation and Intervention for and With Others Introduction Models of Professional Consultation in Education Communication The Ethics of Consultation What Do We Mean and Understand When We Talk About Intervening? What Is “Learning” and How Might We Understand It in the Context of Consultation? The Effects of Consultation With Schools and School Staff In Conclusion Note 7 Synthesis Introduction Note References Index "Focusing on teaching and learning in educational institutions, Transforming Professional Practice in Education explores the value of enhancing dialogue to improve both professional relationships and practices. Offering a critique of the present state of education, this book focuses on the belief that education should be about being and becoming human, and how everyone implicated in education learns through dialogue with others, and that humans are relational beings who develop and flourish within reciprocal relationships. The authors offer an alternative to reductive, and systems driven procedures by building a case for psychologically robust education methods. They provide an authoritative and theoretically well-grounded rationale for psychological approaches to professional practice to promote debate about the purposes of education. Rich with practical examples, the chapters discuss the risks of professional isolation, ethics vs morals in education, the nature of relationships in education, and interventions that would ground these ideas in practice. This book is important reading for clinical, educational and other applied psychologists. It is also of value to those within educational institutions, such as SENDCos and those responsible for the safety of children and young people, who are seeking to develop their understanding of how dialogue enhances professional encounters, and who are looking for alternative ways of engaging with education which improve mental health and wellbeing. Author biographies: Simon Gibbs is Professor of Inclusive Educational Psychology and Philosophy at the University of Newcastle; Dr Wilma Barrow is Senior Lecturer in Educational Psychology at the University of Newcastle; David Leat is Professor of Curriculum Innovation at the University of Newcastle"-- Provided by publisher Focusing on teaching and learning in educational institutions, the text explores the value of enhancing dialogue to improve both professional relationships and practices. It focuses on the belief that education should be about being and becoming human.