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First published in 1992, this book shows that despite appearances and beliefs to the contrary, teachers go in for career planning just as systematically as the members of any other profession and that the career movement of teachers is patterned not random. It demonstrates that status and rewards matter, but so do teaching locations and conditio
Second in a series about teachers and teaching written by leading researchers, teacher educators and educational administrators. Deals with the sociological, economic and historical contexts of the teaching profession, proposals for reforming career structures, and special issues pertaining to women teachers, rural-based teachers and those in independent schools.
This title, first published in 1990, examines the work of teachers in the classroom and the school from a sociological perspective. It will be important reading for teacher education students who have little or no background in sociology, providing them with information, understanding and techniques which will enable them to operate as competent teachers in the classroom.