Teachers’ Centres as Providers of In‐Service Education

20 years (or so) of Teachers’ Centres. What have we learned? What can we share?

“…Reporting from an international symposium under the auspices of the Commonwealth Secretariat, Harry Kahn (Kahn 1984) points to: -teachers as professionals -a place and a concept -breaking down isolation -support for teachers -relevance These seems congruent with the suggestions I made in a place in this Journal (Gough 1975) * ' accessibility * acceptability * the provision of a neutral setting * the relative absence of hierarchies -all of these in a context of collegial sharing, which is a necessary prerequisite for any kind of Teachers' Centre. (* We tend to use some of these terms lighly, and we might need, on occasion, to be precise about their meaning, eg.…”

Re‐Appraising the Role of Teachers’ Centres

“…The strengths of general purpose teachers' centres are on the whole well known, mainly because of the writings of proponents of the teachers' centre movement, notably Thornbury (1973), Gough (1975) and Kahn (1976), all of whom have been (or are) wardens. These strengths may be summarised as follows:-1.…”

The Ssa Technique as a Means to Reflect Pre‐post Workshop's Modifications in Medical Instruction

“…An examination of literature dealing with scienceteaching curriculum and teacher training programmes shows that there has been a tendency to establish and focus inservice teacher-training on either pre-instructional capacities, such as that needed for curriculum developers, or direct-instructional skills, most of them interpersonal, but not to tie them together. Gough (1975), Olson (1977) and Shulman (1979) emphasise the growing need for teachers' involvement at all stages of curriculum implementation, while others are focusing on a certain stage, mainly curriculum development, among them Connelly (1972), Connelly and BenPeretz (1980), Gray (1974), Sabarand Shafriri (1980.…”