Immoral Education: The Assault on Teachers’ Identities, Autonomy and Efficacy
- Submitting institution
-
University of Newcastle upon Tyne
- Unit of assessment
- 23 - Education
- Output identifier
- 243627-70070-1279
- Type
- A - Authored book
- DOI
-
-
- Publisher
- Routledge
- ISBN
- 9780815368366
- Open access status
- -
- Month of publication
- March
- Year of publication
- 2018
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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0
- Research group(s)
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A - Centre for Learning and Teaching
- Proposed double-weighted
- Yes
- Double-weighted statement
- The nature and quality of the work of teachers in schools are critical determinants of the future quality, well-being and coherence of a society. Gibbs' book is significant because following lengthy interrogation of available literature and sources it presents rigorous critical insights into the state of education from a psychological and philosophical perspective. This long-form output demonstrates sustained research effort and is part of ongoing activities involving other members of CfLaT that will, following extended collective investigation, provide further texts that set out how professional dialogue in schools enhances the work of teachers.
- Reserve for an output with double weighting
- No
- Additional information
- -
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -