Preparing Teachers for Pastoral Care and Personal and Social Education: To Train or Educate?

Personal and Social Education and Teacher Development in Hong Kong

“…When asked to rank what the module had helped them to develop, the majority of students ranked the reflection of attitudes and beliefs first, professional skills competence second and knowledge third. This seems to fall in line with Lang's (1995) finding that in preparing student teachers for a guidance role or personal and social education, the most important aspect is attitudes, because with attitudinal changes, there is the commitment to personal and social education. 7.…”

“…Results point to directions for further developing the Personal and Social Education module in the future. Lang (1995) emphasizes that, in the preparation for teachers for the pastoral and personal and social aspects of their roles, three distinct aspects must be considered. They are: attitudes and beliefs, knowledge and understanding and skill and competence.…”

Towards a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education programme: a South African experience

“…The questionnaire used to determine the student teachers' opinion regarding the knowledge, skills, beliefs and values they obtain from the module was based on Lang's (1995) discursive analysis of how to prepare teachers for pastoral care and personal and social education (either to be trained or to be educated), and Pattie's (2002) research project on personal and social education and teacher development in Hong Kong. These two scholars indicated that student teachers, in the preparation for their pastoral care role, needed to be educated in three distinct aspects, namely beliefs and values, knowledge and skills.…”

“…Lang (1995) and Pattie (2002) emphasise that in the preparation of student teachers for the pastoral care aspects of their teaching responsibilities, three distinct aspects are important, namely attitudes and beliefs, knowledge and understanding, and skills and competence. It is necessary to develop the student teachers' awareness of their own attitudes and their schools' attitudes to pastoral care, and skills in group discussion, guidance, curriculum planning (aims, content, teaching and learning strategies, resources and evaluation) and working with parents and other role-players.…”

Orchestrating Success in Personal, Social and Educational Areas: Using Peer Support

“…There are times, also, when we will listen because we want their thoughts on matters to do with their school or classroom experiences. All of these`needs', whether pupil-or teacher-oriented, place important responsibilities and expectations upon teachers (see Lang, 1995).…”