首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 500 毫秒
1.

This paper reports an investigation via questionnaire into the changes in pastoral care and PSE since 1988 and the Reform Act. The author outlines the key changes since 1988 and constructs several hypotheses. These hypotheses predict that the effects on these two areas will have been negative. However, the results obtained from the survey were more positive than expected. Many respondents saw the changes as having increased the perceived importance of pastoral care.  相似文献   

2.
This article explores the implications of the publication of the Green Paper on Every Child Matters , which proposes the most radical changes in services for children and their families since the Children's Act, 1988. The Green Paper focuses upon improving every level of professional support for children perceived to be vulnerable and in need. The legislation and subsequent changes will bring about a whole new agenda and philosophy that will directly or indirectly involve every school, teacher, paraprofessional and educational support service. It will also involve changes in supporting parents and carers, and lead to earlier intervention, more accountability and integration between services as well as enhancing workforce reform. In conjunction with the Anti-Social Behaviour Act, 2003, it will provide a new impetus for tackling truancy and disruptive conduct. It is also likely to lead to a rethink about the wider role of schools and aspects of pastoral care practice. Its implementation will require a reassessment of the continuing professional training needs of all teachers and senior professionals working in schools and in related activities such as education social work. The legislation will mean that schools are likely to become all-the-year-round community centres with amended opening hours in order to meet the needs of disadvantaged youngsters and their families.  相似文献   

3.

This article explores the implications of the publication of the Green Paper on Every Child Matters, which proposes the most radical changes in services for children and their families since the Children's Act, 1988. The Green Paper focuses upon improving every level of professional support for children perceived to be vulnerable and in need. The legislation and subsequent changes will bring about a whole new agenda and philosophy that will directly or indirectly involve every school, teacher, paraprofessional and educational support service. It will also involve changes in supporting parents and carers, and lead to earlier intervention, more accountability and integration between services as well as enhancing workforce reform. In conjunction with the Anti-Social Behaviour Act, 2003, it will provide a new impetus for tackling truancy and disruptive conduct. It is also likely to lead to a rethink about the wider role of schools and aspects of pastoral care practice. Its implementation will require a reassessment of the continuing professional training needs of all teachers and senior professionals working in schools and in related activities such as education social work. The legislation will mean that schools are likely to become all-the-year-round community centres with amended opening hours in order to meet the needs of disadvantaged youngsters and their families.  相似文献   

4.
ABSTRACT

This paper explores the significance of the recent development of pastoral care as a distinct category of secondary school provision. It argues that existing accounts of the rise of pastoral care fail to take on board the relationship between changes in the school curriculum and their wider context. It also suggests that the separation and construction of pastoral care as distinct from the ‘academic’ is only one dimension of, and can only be understood in the context of, a changing curriculum. Pastoral care is not a ‘new’ area, but results from, and was made possible by, a reformulation and fragmentation of what counts as ‘academic’. Finally, it proposes that this consolidation of social/personal concerns under the category of ‘pastoral care’ acquired particular significance in response to tensions created through the reorganization of secondary schooling. Pastoral care provided the means by which the contradictions embedded within comprehensivization could be reconciled.  相似文献   

5.
Despite an interactional analysis being able to offer valuable insight into the institutional workings of pastoral care practice, pastoral care delivery remains largely unstudied. This paper will contribute new knowledge to the field of counselling and education by offering an interactional analysis of one-to-one pastoral care provision within a primary school. Much pastoral care practice is informed by theory, often accompanied by guidelines about how to deliver pastoral care activities effectively. The pastoral carer needs to convert these guidelines into talk in order to deliver the intervention as an interactional encounter. However useful these guidelines are, they cannot show what the actual delivery of those pastoral care activities might look like in real life. Using conversation analysis, we examine video recordings of pastoral care delivery to reveal the ways in which a pastoral carer supports a child’s behaviour, social and emotional well-being. The significance of the findings is that those who provide pastoral care can see in close detail what delivery might look like as a real-life encounter, imparting valuable knowledge that can then be applied alongside theory and guidelines to enhance professional practice. Of further significance is that the findings can also show how an interactional analysis of pastoral care work can be used to demonstrate social and emotional learning and that the work being done effectively supports children.  相似文献   

6.
Abstract

The term ‘pastor’ clearly has a religious origin and is thought of in connection with providing spiritual sustenance. Such provision must be seen in relation to some concept of authority since the pastor's job could otherwise not be done.

It is likely that the connotation of a pastor in the religious sense has been carried over to the schools, especially when it is considered that schools are traditionally structures of authority.

What is necessary is to insist upon the conceptual link between ‘pastoral care’ and ‘authority’ explicitly, so as to judge the final appropriateness of ‘pastoral care’ in schools.  相似文献   

7.
The author argues that over the last twenty years we have witnessed an evolution in pastoral care that is unparalleled in any other field of education. There has been controversy over the definition and these different views are discussed. The paucity of research and literature in the field and particularly in relation to the pastoral needs of teachers andstaff is emphasized.
In this paper it is suggested that the needs of school staff in respect of pastoral care are relatively neglected in the literature. Using the three R's of pastoral care – relationships, respect and responsibility – this paper focuses attention on teachers and their needs in the workplace. It is argued that attention to relationships, respect and responsibility enablesa proactive collaborative approach in which all members of the school community play a crucial role in the pastoral care of students.  相似文献   

8.
This paper opens with a debate about the importance of care in education and the author suggests it is not near the heart of current policy. He then explores some of the special challenges for care and this includes a focus on some pupils whose need for care is extra great. He then highlights key aspects of secondary–school management including issues around the curriculum, assessment, the role of pastoral leader, the use of ICT and the use of support staff. He uses his range of experience to critically review developments since his first writing on this topic in the 1970s.  相似文献   

9.
Abstract

This paper considers the role of spirituality in the practice of pastoral welfare and care in English state schools. Set against an educational landscape of increasingly aggressive neoliberal interests combined with growing public disquiet over the mental welfare of young people, the author examines how spirituality might in response contribute to a pedagogy of pastoral welfare for pupil well-being. The paper begins by foregrounding the policy contexts for pastoral education in England and the challenges presented by the increasingly performative cultures that schools, children and young people have become subjected to. Highlighting concerns around the well-being of children and young people, the paper advances a spiritual pedagogy in pastoral care predicated on pivotal interrelated attributes of intrapersonal transcendence, care and educational practice. The paper then considers the possibilities presented by the spiritual realm in pastoral welfare and the positioning of this as an educational pedagogy and practice.  相似文献   

10.

The author argues that over the last twenty years we have witnessed an evolution in pastoral care that is unparalleled in any other field of education. There has been controversy over the definition and these different views are discussed. The paucity of research and literature in the field and particularly in relation to the pastoral needs of teachers andstaff is emphasized.

In this paper it is suggested that the needs of school staff in respect of pastoral care are relatively neglected in the literature. Using the three R's of pastoral care – relationships, respect and responsibility – this paper focuses attention on teachers and their needs in the workplace. It is argued that attention to relationships, respect and responsibility enablesa proactive collaborative approach in which all members of the school community play a crucial role in the pastoral care of students.  相似文献   

11.
哈萨克族集中生活在中国西北地区,自古以来就是一个以游牧生产为主的民族.然而,改革开放以来,哈萨克族传统的生活方式发生了重大的变革,并推动了哈萨克族牧区经济的发展,引起社会价值观念的变化,哈萨克族传统生活习惯的变迁将会进一步推动哈萨克族牧区现代化建设的进程.  相似文献   

12.
Abstract

It is evident that secondary schools organise themselves in different ways for the purposes of pastoral organisation. In general these can be characterised as either horizontal or vertical structures, depending on whether a Year or House system has been adopted. From a survey of secondary schools in one particular local education authority, it appears that the most common and popular approach for secondary schools to organise pastoral care is based on a Year (horizontal) system in which Heads of Year have overall responsibility for pupils in one age‐group. However, one potential problem is that such an arrangement may give rise to an artificial separation of pastoral and academic concerns. In comparing and contrasting the respective advantages of Year and House systems of pastoral organisation and management, David Fincham examines a model in which a school sets out to combine pastoral and academic concerns by establishing a vertical (House) system. Whilst acknowledging that pastoral care implies something more than the setting up of a formal organisation for management purposes, he proposes that academic and pastoral concerns can in fact be integrated effectively through a vertical system.  相似文献   

13.
Although initially focusing on the parental diagnosis of cancer, the findings reported in this paper have a much wider significance for pastoral care. Earlier research suggested that parental disclosure of diagnosis was not handled sensitively by some secondary schools. The earlier research dealt with the responses of parents and pupils, whilst this research focuses on the perceptions of head teachers. Using unstructured interviews, three key areas were investigated: the recommended procedures for parental contact with the school in relation to confidential issues; the policies or procedures which help or constrain staff from helping distressed children on an individual basis; the needs and concerns of headteachers and staff related to pastoral care in schools. The data provide important insights into the perceptions and issues concerning pastoral care in the current climate.  相似文献   

14.
The study reported in this paper was undertaken to discover the extent of pastoral care training carried out during secondary initial teacher education. Questionnaires were sent to heads of initial teacher education institutions in England and Wales. It was found that institutions were likely to provide some form of training in pastoral care but the extent and method of training varied greatly between institutions. However, training in actual practical skills such as basic counselling skills was much less likely to be available. The authors conclude that there is still some considerable way to go before newly qualified teachers are likely to feel adequately prepared for their pastoral roles.  相似文献   

15.
This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers practice effective pastoral care in their classrooms and promote the learners’ academic engagement and performance. A non-experimental survey research design involving quantitative data was used. A group-administered questionnaire was used to collect the sampled student teachers’ (n?=?59) opinion on the competencies they obtain from the module. The student teachers ranked knowledge first, beliefs and values second and skills third. For the student teachers to perform their academic and pastoral roles constructively together in a challenged education system, it is recommended that, in the short term, a learning unit, which is grounded in Best’s needs-focused model of pastoral care, be included in the module; and, in the long term, given the context of the South African schooling system, the nurturer professional model of teacher education be implemented. This article reports the outcomes of a follow-up study of an earlier preliminary study.  相似文献   

16.
In this paper, the author considers the contribution of creativity to pastoral care in education. Since its advent in English schools in the early 1970s, pastoral care has placed the affective realm and individual enrichment centre stage in both its curriculum aims and teaching approaches. These principles have, however, had much to contend with over the past 50 years; from the obtrusive effects of state intervention in schools, to the challenges confronting young people growing up in increasingly complex societies. For many teachers and practitioners, engaging young people in creative pursuits has come to be regarded as a necessary counterpoint to increasingly performative school cultures and an essential means to enabling vibrant forms of positive self-expression. The power of creative activities has received new impetus as a pastoral concern in light of two national trends. The first as creative arts provision in the curriculum in English state secondary schools declines as a consequence of Government qualification reforms, and second as an increasing number of young people are referred to Alternative Educational Provision with mental health issues. As a consequence, many pastoral educators have turned or, indeed, returned to creativity and creative practices as a primary means of supporting and enriching the lives of young people, particularly for those who now struggle in contemporary school environments. In light of these developments and drawing on research and practice in the field of creativity and pastoral care, this paper aims to cast further light on creativity in pastoral education.  相似文献   

17.
This article addresses the issue of promoting spirituality as a dimension of pastoral care in schools. The everyday practice of caring and giving may leave carers tired, depleted of spiritual sustenance, and without practices that nurture their spirituality. This article proposes that spirituality is an essential element of pastoral care, and that it can be promoted through examination of one's sense of vocation, bodywork, journal writing and nurturing soul friends.  相似文献   

18.

The study reported in this paper was undertaken to discover the extent of pastoral care training carried out during secondary initial teacher education. Questionnaires were sent to heads of initial teacher education institutions in England and Wales. It was found that institutions were likely to provide some form of training in pastoral care but the extent and method of training varied greatly between institutions. However, training in actual practical skills such as basic counselling skills was much less likely to be available. The authors conclude that there is still some considerable way to go before newly qualified teachers are likely to feel adequately prepared for their pastoral roles.  相似文献   

19.
Drawing on findings from a recent study of pastoral care within a primary school, this article highlights the role of fathers as a key factor in a range of successful interventions. While gains can be made in work with vulnerable children, the home–school dimension of pastoral care deserves far greater attention by schools, educationalists and researchers than it has so far received. The English government has a strategy to promote a closer relationship between parents and primary schools: much depends upon the resources available to schools and the commitment of staff.  相似文献   

20.
对建国以来唐代田园诗研究的基本情况进行了回顾与评价。主要从唐代田园诗研究的发展历程(三个发展阶段)、研究的基本格局(整体研究和重要作家作品研究)等方面进行回顾;指出近六十年来唐代田园诗研究存在的问题与不足:整体研究不够全面、深入;作家作品研究极不均衡;研究选题重复,缺乏开拓创新精神;田园诗与山水诗的界定模糊等。  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号