Moore's insightful text explores and makes better sense of professional practice by examining that practice in the context of popular views. The book identifies and elaborates three dominant discourses of good teaching:
* the competent craftsperson, currently favoured by central governments
* the reflective practitioner, which continues to get widespread support among teacher trainers and educators
* the charismatic subject, whose popular appeal is evidenced in filmic and other media representations of teaching.
All of these are critiqued on the basis of their capacity both to help and to hinder improved practice and understandings of practice. In particular, it is argued that the discourses all have a tendency, if not checked, to over-emphasise the individual teacher's or student teacher's responsibility for successful and unsuccessful classroom encounters, and to understate the role of the wider society and education system in such successes and failures.
Winner of a Society for Education Studies book prize in 2005, this is a well-informed source of advice and support for teachers and anyone considering teaching as a career.
'This book is scholarly and accessible … It provides thoughtful insights into what influences our thinking of what makes a good teacher.' - Tim Brighouse, TES
'Alex Moore's book manages to strike a sophisticated balance. It is a clear and readable sociological text about teaching and teacher education. It provides a commendable academic analysis. In both respects, it is very accomplished.' - David Hartley in British Journal of Educational Studies, June 2005
Part 1: 'The Good Teacher': Themes and Issues 1. 'Being a Good Teacher - Influences and Calls 2. Identifying the Good Teacher - Shifting Concepts Part 2: Dominant Discourses 2. 'Made in Heaven' - Charismatic Concepts 4. The Training Discourse - Competent Craftspersons 5. The Appeal of Reason - Reflective Practitioners Part 3: Positionings 6. The Pragmatic Turn - Occupying the Comfort Zone 7. The Reflexive Turn - Beyond the Comfort Zone. Afterword: Reclaiming Teaching