Reflective Primary Teaching

Meeting the Teachers' Standards throughout your professional career
2. Auflage 2019
ISBN: 978-1-912096-16-9
Verlag: Taylor & Francis Ltd

Buch, Englisch, 208 Seiten, Format (B × H): 247 mm x 173 mm, Gewicht: 386 g

Reihe: Critical Teaching

This essential text helps student teachers, classroom teachers at all stages in their careers, school mentors and teacher educators develop their effectiveness by analysing and improving their practice in the light of a deeper understanding of the professional Teachers’ Standards. Each aspect of the Standards is dealt with in a chapter of its own, where the central topic is presented as both complex and contested in a way that invites readers to formulate their own interpretations. The approach accentuates the importance of reflection as a key professional attribute and readers are encouraged to reflect on their own experiences and on their responses to case studies and quotations as a means of helping them to develop their understandings.

This new edition takes account of the current educational context, with an emphasis on evidence-based practice, and includes extension tasks to address M level demands, fully revised and updated chapters on SEND and assessment, and a completely new final chapter highlighting CPD and appraisal for serving teachers.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Cammack, Paul

Ewens, Tony

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Introduction: why reflective primary practice? 1. Inspiring, motivating and challenging your pupils 2. Promoting children's learning 3. Subject and curriculum knowledge 4. Well-structured teaching 5. Meeting the needs of all pupils 6. Using assessment accurately and productively 7. Managing pupils' behaviour 8. Fulfilling wider professional responsibilities 9. Personal and professional conduct 10. Postscript

Über Autor(innen)

Paul Cammack worked as a teacher in secondary and primary schools in Lancashire for 18 years before moving into initial teacher education (ITE) at St Martin’s College and the University of Cumbria. Paul has taught across a wide range of undergraduate, postgraduate and Masters level courses on both university-based and school-based ITE programmes and he has experience of working on transnational projects exploring school leadership, the evaluation of teachers’ practice, and tackling marginalisation in education.

Tony Ewens worked as a teacher and headteacher in primary and middle schools in Devon, then as the county’s advisory teacher for religious and moral education, before moving into Initial Teacher Education as a lecturer at St Martin’s College (now the University of Cumbria). Specialising in philosophy of education as well as RE, he became Head of Education and Associate Dean at St Martin’s College. Upon the formation of the University of Cumbria Tony was appointed Head of Education Studies. He retired in 2008 and worked as a freelance consultant and author.