Abstract

This paper argues that two areas vital to the teaching profession's own development and to the development of its standing in society have been neglected in inservice education and training. The first, an understanding and development of the ' public ' dimension of teaching, suggests that teachers have duties and concerns which transcend those of professionals in the private sector because the public domain is a necessary focus for the promotion of collective life as opposed to individual interests. The second, an appreciation of the ' ecological ' context of teaching, locates its practice within wider political and social issues and deepens the teaching profession's understanding of itself. The evidence of neglect of these areas is derived from questionnaire data drawn by the authors from primary and secondary schools on their inservice priorities.