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1.
Abstract

Drawing on findings from a recent study of pastoral care within a primary school, this article highlights the role of fathers as a key factor in a range of successful interventions. While gains can be made in work with vulnerable children, the home–school dimension of pastoral care deserves far greater attention by schools, educationalists and researchers than it has so far received. The English government has a strategy to promote a closer relationship between parents and primary schools: much depends upon the resources available to schools and the commitment of staff.  相似文献   

2.
In this paper, the author considers the contribution of creativity to pastoral care in education. Since its advent in English schools in the early 1970s, pastoral care has placed the affective realm and individual enrichment centre stage in both its curriculum aims and teaching approaches. These principles have, however, had much to contend with over the past 50 years; from the obtrusive effects of state intervention in schools, to the challenges confronting young people growing up in increasingly complex societies. For many teachers and practitioners, engaging young people in creative pursuits has come to be regarded as a necessary counterpoint to increasingly performative school cultures and an essential means to enabling vibrant forms of positive self-expression. The power of creative activities has received new impetus as a pastoral concern in light of two national trends. The first as creative arts provision in the curriculum in English state secondary schools declines as a consequence of Government qualification reforms, and second as an increasing number of young people are referred to Alternative Educational Provision with mental health issues. As a consequence, many pastoral educators have turned or, indeed, returned to creativity and creative practices as a primary means of supporting and enriching the lives of young people, particularly for those who now struggle in contemporary school environments. In light of these developments and drawing on research and practice in the field of creativity and pastoral care, this paper aims to cast further light on creativity in pastoral education.  相似文献   

3.
Abstract

It is evident that secondary schools organise themselves in different ways for the purposes of pastoral organisation. In general these can be characterised as either horizontal or vertical structures, depending on whether a Year or House system has been adopted. From a survey of secondary schools in one particular local education authority, it appears that the most common and popular approach for secondary schools to organise pastoral care is based on a Year (horizontal) system in which Heads of Year have overall responsibility for pupils in one age‐group. However, one potential problem is that such an arrangement may give rise to an artificial separation of pastoral and academic concerns. In comparing and contrasting the respective advantages of Year and House systems of pastoral organisation and management, David Fincham examines a model in which a school sets out to combine pastoral and academic concerns by establishing a vertical (House) system. Whilst acknowledging that pastoral care implies something more than the setting up of a formal organisation for management purposes, he proposes that academic and pastoral concerns can in fact be integrated effectively through a vertical system.  相似文献   

4.
Using questionnaires and structured interviews the project team examined the processes of primary/secondary transfer and curricular liaison in five secondary and associated primary schools. Issues were identified in the areas of: the function of the liaison process, the nature of learning-support systems, factors in pastoral care and discipline, and the perspective of pupils. Examples of varied practice offered a broader perspective and directions for further development.

It is hoped that these observations could be useful to a school wishing to re-examine its policies.  相似文献   

5.
In recent years a number of policy and practice initiatives concerning pastoral care in schools in England have led to schools increasingly being expected to take a leading role in addressing a widening range of concerns regarding the welfare, care and education of children, and in working more closely with parents and other professional agencies in addressing these. This has included a consideration of the notion of ‘social pedagogy’ as widely practiced in mainland Europe. This paper explores the views of student‐teachers in Switzerland, a country where social pedagogy is well developed, regarding the role of the school in addressing pupil problems. The findings indicate that these Swiss student‐teachers felt schools should take the lead role primarily in areas regarding poor academic progress, bullying, general misbehaviour and disaffection, and less so in areas of a more personal nature for pupils where schools may be less accountable. The findings provide some pointers concerning how Swiss student‐teachers would benefit from greater attention being given to considering such pastoral care issues in their training course.  相似文献   

6.
Although initially focusing on the parental diagnosis of cancer, the findings reported in this paper have a much wider significance for pastoral care. Earlier research suggested that parental disclosure of diagnosis was not handled sensitively by some secondary schools. The earlier research dealt with the responses of parents and pupils, whilst this research focuses on the perceptions of head teachers. Using unstructured interviews, three key areas were investigated: the recommended procedures for parental contact with the school in relation to confidential issues; the policies or procedures which help or constrain staff from helping distressed children on an individual basis; the needs and concerns of headteachers and staff related to pastoral care in schools. The data provide important insights into the perceptions and issues concerning pastoral care in the current climate.  相似文献   

7.
The author presents the concept of natality for consideration in terms of pastoral care and educational purpose. The discussion identifies significant threats to the future for pastoral care in schools, including the Global Educational Reform Movement and the increasing emphasis on teachers taking charge of discipline in the classroom, at the expense of relational and emotional engagement. The author proposes options for professional development and improvements in school culture with natality as a recurrent reference point in a holistic view of education.  相似文献   

8.
The paper sets out a discussion on the theme of eldership in the context of schools, with particular reference to implications for school eldership and pastoral care. The author provides a commentary on the decline of available support for school leaders in terms of informal eldership networks and the changing demographic of the teaching profession. The discussion considers specific consequences of this changing demographic, and a subsequent shift in focus amongst new entrants to teaching, with particular attention to the impact for delivering pastoral care. The author presents a perspective on eldership, suggesting a range of qualities and expertise that constitute the role of the elder, raising questions and challenges for re-establishing eldership in education.  相似文献   

9.

This paper reports the findings of new research on the school as a source of psychosocial support for primary‐ and secondary‐stage children of cancer patients. It begins with a restatement of the importance of pastoral care in schools and of teachers listening to children. Academic success is an important factor in maintaining positive self‐esteem and psychological functioning. The authors show how parents’ cancer affected their children at schoool; how children do not disclose important personal and familial information; and that this can mean that problems in school are not fully understood nor supported. Peers had an important role to play in adjustment.  相似文献   

10.
Promotion of students’ spiritual development is one of the goals of pastoral care in schools. The heritage of Chinese calligraphy is traditionally used as a way to enhance an individual’s self‐reflection and cultivation, and has an educational value in spiritual development. This study aims to examine the cultural meaning of Chinese calligraphy and its practices in general, and specifically its connection to spiritualism. The methodologies of narrative approach and textual analysis were employed. Accordingly, the narratives of five practitioners’ personal experiences, including the researcher’s, captured in unstructured interviews, plus selected historical texts on calligraphy will be examined. This article suggests that calligraphy serves more than a utilitarian function. The value of spiritualism underlying this art has also been used as a practice of personal development and spiritual discipline, which leads practitioners to reflect in their mind and heart. This value is universal, and can be agreed upon in a pluralistic society and applied to all schools with different cultural backgrounds and also outside of religious traditions. Lastly this article draws school practitioners’ attention to the importance of calligraphy for spiritual development of students and its implications for the promotion of pastoral care and spiritual education.  相似文献   

11.
Drawing from a Scottish study, this article examines ways in which the school environment can impact upon the well-being of pupils and their associated behaviour. It identifies tensions between existing school structures and cultures and the promotion of positive mental health, particularly in relation to the curriculum, pastoral care, discipline and teacher/pupil relationships. In many cases, schools attempt to address mental well-being by bolting fragmented initiatives onto existing systems, and we argue that a more fundamental review of values, policies and practices throughout the school is needed. This paper also looks at the roles of interagency workers in schools, and reports that, in most cases, these workers are seen as offering a parallel service to the mainstream school, targeted at the most troubled or troublesome pupils. We suggest that schools should draw on the skills and understandings of these workers to help build new cultures throughout the school for the benefit of all children and young people.  相似文献   

12.
虽然中小学法治教育取得了一些成果,但距离目标还较远,还需要积极探索,进一步提高中小学法治教育质量。针对当前中小学法治教育存在的问题,文章从构建合理的法治教育工作机制、逐步完善学校各项规章制度、设置合理的法治课堂教学内容和教学时间、注重优化网络空间法治环境等方面,探讨提高中小学法治教育质量的有效策略。  相似文献   

13.
Human Relationships Education is a very important part of primary school student‐teacher education. All primary school children need sound guidance and enhanced knowledge about puberty, growing up successfully, and feeling competent and confident in themselves. An interactive multimedia CD‐ROM was designed and developed for some Australian university student‐teachers in the final fourth year of their Bachelor of Education (Primary School), and addresses the Human Relationships Education curriculum. This paper analyses some of the pedagogies used in this pastoral care learning as examples of a Constructivist approach to designing multimedia interactivities based on Anderson and Krathwohl's learning framework. Such an approach may be useful for other educational designers to improve student‐teacher involvement in their pastoral care learning, to provide pedagogical variation and to use interactive multimedia, thus enhancing learning outcomes for student‐teachers and, in turn, their primary school students.  相似文献   

14.
There is now a heightened awareness of the need for schools to provide a safe environment in which children can learn. However, issues and incidents of bullying are still high on most school agendas. The pastoral care of children during school hours includes an emphasis on loco parentis and within this brief anti-bullying strategies have to be seen to work. Peer support is one such strategy that is becoming increasingly prevalent as schools attempt to create a safer and supportive environment for their pupils. This paper records the development and progress of this type of peer intervention scheme.  相似文献   

15.
The practice of cyberbullying in its various forms carried out by pupils has increased substantially. Many pupils, on a daily basis, are now using electronic devices such as mobile phones, smart phones and tablets, to transmit distressing messages and images to their peers. These often include the use of publically accessible social networking sites, such as Facebook, Instagram and YouTube. Given this increase, cyberbullying in schools has been widely investigated by researchers in many countries. A common feature of cyberbullying is the moral disengagement of those who practise it, based on the desensitization of prosocial values and emotional empathy towards another person. A consensus has emerged regarding the importance of establishing anti-cyberbullying policies and practices, and the need to address cyberbullying within the school’s pastoral care system and its personal and social education programme. However, few researchers have justified anti-cyberbullying practices within the framework of a particular educational theory. This paper examines how the theoretical and methodological assumptions underpinning a social pedagogy of pastoral care in schools can enable the education community to better understand and avert the moral disengagement which commonly underpins cyberbullying.  相似文献   

16.
Despite an interactional analysis being able to offer valuable insight into the institutional workings of pastoral care practice, pastoral care delivery remains largely unstudied. This paper will contribute new knowledge to the field of counselling and education by offering an interactional analysis of one-to-one pastoral care provision within a primary school. Much pastoral care practice is informed by theory, often accompanied by guidelines about how to deliver pastoral care activities effectively. The pastoral carer needs to convert these guidelines into talk in order to deliver the intervention as an interactional encounter. However useful these guidelines are, they cannot show what the actual delivery of those pastoral care activities might look like in real life. Using conversation analysis, we examine video recordings of pastoral care delivery to reveal the ways in which a pastoral carer supports a child’s behaviour, social and emotional well-being. The significance of the findings is that those who provide pastoral care can see in close detail what delivery might look like as a real-life encounter, imparting valuable knowledge that can then be applied alongside theory and guidelines to enhance professional practice. Of further significance is that the findings can also show how an interactional analysis of pastoral care work can be used to demonstrate social and emotional learning and that the work being done effectively supports children.  相似文献   

17.
The author argues that over the last twenty years we have witnessed an evolution in pastoral care that is unparalleled in any other field of education. There has been controversy over the definition and these different views are discussed. The paucity of research and literature in the field and particularly in relation to the pastoral needs of teachers andstaff is emphasized.
In this paper it is suggested that the needs of school staff in respect of pastoral care are relatively neglected in the literature. Using the three R's of pastoral care – relationships, respect and responsibility – this paper focuses attention on teachers and their needs in the workplace. It is argued that attention to relationships, respect and responsibility enablesa proactive collaborative approach in which all members of the school community play a crucial role in the pastoral care of students.  相似文献   

18.
This article reports on recent findings from a mapping study of Personal, Social, Health and Economic (PSHE) education in schools in England, focusing on the data derived from primary school participants. It is based on a nationally representative survey of 923 primary school PSHE education leads, and follow-up in-depth interviews and discussion groups with 171 participants. This included local authority support staff, and from participating primary schools: senior management representatives, PSHE education leads, teaching staff, governors, school improvement partners, parents, and pupils. Results included here primarily relate to two areas: delivery models and curriculum coverage, and pupil views on their experiences and the (potential) value of PSHE education. In examining these areas, the article raises issues about blurred boundaries between PSHE education and Social and Emotional Aspects of Learning and/or pastoral care within school more widely, and particular staff sensitivities about the teaching of certain elements of PSHE education, particularly sex and relationships education and drugs, alcohol and tobacco education. These subject areas were less likely to be included or prioritised within PSHE education than, for example, emotional health and well-being, but were often the areas highlighted as most important by pupils. In conclusion, the article raises questions about the potential links between PSHE education and attainment, and the use of different teaching approaches across the curriculum more broadly.  相似文献   

19.

The author argues that over the last twenty years we have witnessed an evolution in pastoral care that is unparalleled in any other field of education. There has been controversy over the definition and these different views are discussed. The paucity of research and literature in the field and particularly in relation to the pastoral needs of teachers andstaff is emphasized.

In this paper it is suggested that the needs of school staff in respect of pastoral care are relatively neglected in the literature. Using the three R's of pastoral care – relationships, respect and responsibility – this paper focuses attention on teachers and their needs in the workplace. It is argued that attention to relationships, respect and responsibility enablesa proactive collaborative approach in which all members of the school community play a crucial role in the pastoral care of students.  相似文献   

20.
校本教研是保证新课程向纵深发展的基础,是提高教学质量的抓手,是促进教师专业化成长的重要途径.完善以中心学校为带动、连校成片、组成一个开放式的教学研究网络,辐射片内其他学校开展教研模式,是目前民族地区农牧区中小学有效开展校本教研活动的关键所在.  相似文献   

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