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Learning to Teach in the Primary School 3rd New edition [Mīkstie vāki]

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Edited by (The Open University, UK), Edited by
  • Formāts: Paperback / softback, 652 pages, height x width: 246x189 mm, weight: 1274 g, Following "AS Critical Thinking for AQA" (978-0-415-55925-6) Interstate font; 13 Line drawings, black and white; 31 Tables, black and white; 13 Illustrations, black and white
  • Sērija : Learning to Teach in the Primary School Series
  • Izdošanas datums: 17-Sep-2015
  • Izdevniecība: Routledge
  • ISBN-10: 0415818192
  • ISBN-13: 9780415818193
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Learning to Teach in the Primary School 3rd New editionPalielināt
  • Formāts: Paperback / softback, 652 pages, height x width: 246x189 mm, weight: 1274 g, Following "AS Critical Thinking for AQA" (978-0-415-55925-6) Interstate font; 13 Line drawings, black and white; 31 Tables, black and white; 13 Illustrations, black and white
  • Sērija : Learning to Teach in the Primary School Series
  • Izdošanas datums: 17-Sep-2015
  • Izdevniecība: Routledge
  • ISBN-10: 0415818192
  • ISBN-13: 9780415818193
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780415818193.html
Keywords:
"Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond todynamic classroom situations. This third edition of Learning to Teach in the Primary School is fully updated with reference to the new national curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. New chapters are included on: - Making the most of your placement - Play and Exploration in learning - Behaviour management - Special Educational Needs - Phonics - Trends in e-learning With Masters-level reflective tasks and suggestions for research based further reading, the book provides valuable support to trainee teachers during both the taught component and the school placement element of their initial teacher education course. It provides an accessible and engaging introduction to teaching and learning that every student teacher needs to acquire in order to gain Qualified Teacher Status, as well as the underlying theory. This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT), and employment-based teacher training courses (GTP, RTP, Teach First), plus those studying Education Studies"--



Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations.

This third edition of Learning to Teach in the Primary School is fully updated with reference to the new National Curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. Twenty-two new authors have been involved and connections are now made to Northern Irish, Welsh and Scottish policies. In addition, five new units have been included on:

      • making the most of your placement

      • play and exploration in learning

      • behaviour management

      • special educational needs

      • phonics.

With Masters-level reflective tasks and suggestions for research-based further reading, the book provides valuable support to trainee teachers engaged in learning through school-based experience and through reading, discussion and reflections as part of a teacher education course. It provides an accessible and engaging introduction to knowledge about teaching and learning that every student teacher needs to acquire in order to gain qualified teacher status (QTS).

This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT) and employment-based teacher training courses (Schools Direct, Teach First), plus those studying Education Studies.

This textbook is supported by a free companion website with additional resources for instructors and students and can be accessed at www.routledge.com/cw/Cremin.

Recenzijas

`This book is outstanding. It comprehensively addresses the broad range of key aspects of both policy and practice in the primary curriculum. With contributions from acknowledged experts in individual fields, it really is an essential companion for trainee teachers and NQTs. More experienced practitioners and teacher trainers who are keen to remain up-to-date with developments in primary teaching and learning, and to improve their own practice, will likewise find it invaluable.



Angela McLachlan, University of Manchester, UK









`Learning to Teach in the Primary School is an invaluable book for those in primary initial teacher education. It covers all the most important topics and issues, and supports students in reflecting on and deepening their learning. This is an essential text.



Helena Gillespie, University of East Anglia, UK









`A comprehensive text that will support the student teacher during training and beyond. Written by academics who are respected in their field, this is an authoritative text that synthesises pedagogy with practice and provides a solid foundation on which to build a reflective practitioner approach to teaching.



Elizabeth Broad, University of Roehampton, UK









`This book is a valuable collection of essential reading for any beginning or training teacher embarking upon their new career. The extensive literature covers topical issues prevalent in all primary classrooms and the wide variety of contributors indicate a breadth of knowledge and research that guide the teacher in many pedagogical areas. I would highly recommend the book and both Teresa Cremin and James Arthur (Eds.) should be commended for offering so much updated and current material within this third edition.



Shauna McGill, University of Ulster, UK









`Learning to Teach in the Primary School provides valuable support to all trainee teachers in developing understanding of all aspects of the role and achieving the Teachers Standards. This understanding is essential in becoming an outstanding, flexible, effective and creative primary school teacher whichever route is chosen in joining the profession. Recent developments are discussed and practical advice is offered throughout.



Karen Russell, University of St Mark and St John, Plymouth, UK

List of illustrations
xvi
List of tasks
xviii
List of contributors
xxiii
Acknowledgements xxxii
Introduction 1(6)
Teresa Cremin
James Arthur
What is primary teaching?
How can this book help me?
What's in the book?
Section 1 Becoming A Teacher
7(46)
1.1 Primary teaching: a personal perspective
9(12)
Colin Richards
`Acrostic' teaching
A sense of style
Teaching: science, craft or art?
Enactive, pre-active and post-active primary teaching
The personal qualities and knowledge required of primary teachers
The purposes of primary teaching
1.2 Professionalism and trainee teachers
21(14)
Denis Hayes
Background
Principles underpinning the standards
Wider (`extended') professional responsibilities
1.3 Making the most of your placements
35(18)
Jane Warwick
Mary Anne Wolpert
Establishing effective dispositions
Reflective teaching
Evaluations
Working within the school community
Working with school mentors
Making the most of learning conversations
Trainee progression through placements
Section 2 Exploring The Nature Of Learning And Teaching
53(92)
2.1 Looking at children
55(14)
Sandra Smidt
Child development: what it is and why it matters
Four theorists
Key ideas and issues
Some current and recent research
The implications of all this
2.2 Looking at learning
69(15)
David Wray
Approaches to learning
Behaviourism
Constructivism
Social constructivism
Neuroscience - a new influence upon learning theory?
2.3 From learning to teaching
84(14)
David Wray
Insights into learning
Principles for teaching
Towards a model for teaching
2.4 Developing your teaching
98(16)
Samantha Twiselton
Sally Elton-Chalcraft
Knowledge and learning - for the pupil and the teacher
Quality versus quantity: organisation of knowledge
Knowledge and creativity
Other types of teacher knowledge
Combining knowledge
2.5 Building on firm foundations: early years practice
114(18)
Sue Rogers
Janet Rose
Early years policy
The Early Years Foundation Stage
Rhetoric and reality in the reception class
The learning environment
The role of the adult in play
The Foundation Stage Profile
Transition from the Foundation Stage to Key Stage 1
2.6 Play and exploration in learning
132(13)
Bernadette Duffy
Jo Trowsdale
What do we mean by play and explorative learning?
The importance of play and exploration in children's learning
Play and exploration in the EYFS and National Curriculum
The role of the teacher in promoting children's play and exploration
Using playfulness to enhance your teaching
Section 3 Planning And Managing Learning
145(106)
3.1 Approaching long- and medium-term planning
147(10)
Jane Medwell
The importance of long-term planning
What are you planning?
How will you plan to teach the content?
Assessment and monitoring progress in long-term planning
Medium-term planning
3.2 Approaching short-term planning
157(12)
Jane Medwell
The importance of short-term planning
Planning formats
Lesson planning
Planning an effective lesson
Evaluation
Building planning experience
Planning for other adults in the class or setting
Planning and ICT
3.3 Organising your classroom for learning
169(12)
Peter Kelly
Organising learning
Classroom approaches
3.4 Managing classroom behaviour
181(20)
Roland Chaplain
From whole-school issues to managing challenging pupils
Teacher stress, pupil behaviour and classroom control
Managing yourself
Developing a classroom management plan
Making an early impact on your class
Conveying your expectations: rules and routines
Using routines to maximise on-task activity
Rewards and sanctions
Classroom layout
Coping with challenging behaviour
3.5 Handling difficulties in social, emotional and behavioural development
201(16)
Janice Wearmouth
Frameworks for understanding difficult behaviour
Applying behaviourist principles to manage behaviour in schools
Responding to ADHD
Establishing attachment to address antisocial behaviour in early childhood
Interventions to address bullying behaviour in schools
3.6 Organising effective classroom talk
217(14)
Lyn Dawes
The crucial importance of classroom talk for learning
What is talk for learning?
Dialogic teaching
Exploratory talk
When and how to move between types of talk
Raising children's awareness of talk for learning
Planning for exploratory talk
Listening and responding
3.7 Valuing, organising and managing learning outside the classroom
231(20)
Simon Catling
Out-of-classroom learning in the National Curriculum
Valuing out-of-classroom learning
Organising for learning outside the classroom
Managing learning out of the classroom
Section 4 Approaches To The Curriculum
251(60)
4.1 The aims of primary education
253(15)
Justine Earl
What are aims, and why do we need them?
Aims and practice: some historical examples
What are the aims of primary education?
The current National Curriculum for England
The future of the curriculum in England
The proposed curriculum for England: aims for primary education in the draft National Curriculum proposals
Aims in the draft National Curriculum documents for English, mathematics and science
The 2013 National Curriculum proposals at subject level
Thinking again about your own philosophy of primary education
4.2 The curriculum
268(15)
Dominic Wyse
History of the curriculum
Creativity and the curriculum
Visions for the primary curriculum
4.3 The national context for the curriculum
283(17)
Carrie Ansell
Deborah Nicholson
The emergence of a national curriculum
The aims and structures of the National Curriculum
A review of the English National Curriculum - a case study of policy into practice
A curriculum for the twenty-first century - the debate continues
Where next?
The importance of teaching or learning to learn?
The advantages and disadvantages of a national curriculum
4.4 The Scottish context for the curriculum
300(11)
Sue Ellis
Jenny Carey
Curriculum policy in Scotland
Policy on testing and assessment
The Primary Curriculum: a curriculum for excellence
Active learning
Research perspectives
Section 5 Assessment
311(28)
5.1 Assessment for Learning: formative approaches
313(11)
Eleanore Hargreaves
Caroline Gipps
Alison Pickering
AfL: from theory to practice
Planning for AfL
Questioning Peer and self-assessment
Feedback
Recognising and celebrating children's work
5.2 Assessment for Learning: summative approaches
324(15)
Kathy Hall
Kieron Sheehy
What is assessment and why do it?
Sources of assessment evidence
Purposes of summative assessment
Producing good evidence of achievement
Summative assessment and teacher assessment
Summative assessment and SATs
The impact of `high stakes' assessment on pupils
Differences in testing across the UK
A critique of current assessment approaches
Section 6 Diversity And Inclusion
339(96)
6.1 Providing for inclusion
341(14)
Christopher Robertson
Principles (context)
Special and inclusive education debates
Teaching and learning
Collaborative support
A new SEN landscape
6.2 Providing for differentiation
355(17)
Eve Bearne
Rebecca Kennedy
Differentiation, difference and diversity
Identifying the range of learners
Approaches to differentiation
6.3 Providing for special educational needs
372(13)
Noel Purdy
The development of UK policy in relation to SEN
Legal definition of SEN
SEN and the inclusion debate
The Code of Practice
Levels of provision of support in mainstream primary schools
Individual education plans
Recent government proposals in relation to SEN
Meeting the needs of children with SEN: where do I begin?
6.4 Responding to cultural diversity and citizenship
385(15)
Pam Copeland
Des Bowden
Case studies in modern diversity
Entitlement to diversity education
Obstacles to entitlement to diversity
Value of diversity awareness: beyond tokenism
Flexibility and the curriculum
Diversity and inclusion
School confidence in addressing diversity issues
Challenges in the classroom
Bullying and name-calling of minority ethnic groups
Controversial issues
Teacher attitudes
6.5 Responding to gender differences
400(20)
Elaine Millard
Louise Wheatcroft
Background to the issue
Definitions
Gender and school discipline
Gender and reading
Gender and writing
Gender and oral work
A role for popular culture
Gender and choice
Gender, ethnicity and class
6.6 Responding to linguistic diversity
420(15)
Anny Northcote
Historical responses to linguistic diversity
Language, identity and linguistic diversity
Bilingualism and bilingual learners
Acknowledging children's first language in the classroom
Supporting home languages in the classroom
Teaching English effectively in a linguistically diverse classroom
Supporting bilingual learners
Parents and their expectations
Section 7 Recent Developments
435(106)
7.1 Listening to the voices of young people in school
437(15)
Carol Robinson
`Pupil voice', `pupil engagement' and `pupil participation': what do these terms mean?
Legislation prompting the move towards listening to the voices of young people in schools
Why is it so important to listen to pupils?
How can listening to pupils be of benefit to them?
How can listening to pupils benefit teachers?
What does pupil voice work look like in schools?
Guiding principles when listening to pupils' voices
Ways in which you can engage with pupils
Non-verbal ways of `listening' to pupils
Pupil participation
Making learning meaningful
Barriers to pupil voice work
7.2 Learning and teaching languages
452(15)
Carrie Cable
Cynthia Martin
History and context
Learning and teaching languages - methods and approaches
Teaching languages in primary schools
The Key Stage 2 Framework for Languages
Other essential features of the Key Stage 2 Framework for Languages
Staffing
Progression, assessment and accreditation
Support for teaching and learning
Enthusiasm for languages
7.3 Creativity and creative teaching and learning
467(15)
Teresa Cremin
Jonathan Barnes
Creative practice
So what is creativity?
Creative teaching and teaching for creativity
Personal characteristics of creative teachers
Features of a creative pedagogical stance
Creating environments of possibility
Planning for creativity
Creative curricula in action
7.4 Thinking skills
482(17)
Robert Fisher
What are thinking skills?
Why are thinking skills important?
What does research tell us about thinking?
The importance of metacognition
Key principles in teaching for thinking
Should Thinking be taught in separate lessons or across the curriculum?
How do we teach thinking in the classroom?
7.5 Gifted and talented
499(15)
Deborah Eyre
Marcelo Staricoff
Who are the gifted and talented?
Identifying the gifted and talented
Creating the learning environment
Tasks to help children engage in advanced thinking
Breadth, depth and pace
7.6 Unpacking ICT
514(13)
Peter Twining
Defining ICT
Thinking about the equipment (digital technology)
Teaching computing
Using digital technology across the curriculum
7.7 Early reading
527(14)
Julie Bowtell
Suzy Holding
Eve Bearne
History: why we are where we are
The Simple View of Reading
Stages in early reading development
The phonics debate
Teaching phonics
Phonic phases
The Year 1 phonics screening check
Barriers to learning to read - what prevents success?
Selecting texts for learning to read
Reading for pleasure
Skill and will
Section 8 Partnership In Practice
541(54)
8.1 The changing role of the teacher
543(12)
Tony Eaude
The historical and cultural background
The teacher as a professional
The Teachers' Standards
The curriculum and the teacher's role
How inspection and school structures affect the teacher's role
The teacher's wider role
8.2 Working together: other adults in the classroom
555(11)
Jenny Houssart
Andreas O. Kyriakides
The why and who of support staff
Teaching assistants as part of a classroom team
Supporting individuals
Teaching assistants' training and development
8.3 Partnerships with parents
566(17)
John Ryan
Stephen Griffin
Professional requirements
Historical overview
Advantages of secure relationships with parents
First impressions
Home reading
Dealing with difficult situations
Parents' evenings
Parent governors
Parental expertise
8.4 Understanding the teacher's pastoral role
583(12)
Ben Whitney
School attendance
Child protection and safeguarding
Section 9 Your Professional Development
595(48)
9.1 Applying for jobs and preparing for your induction year
597(17)
Jane Medwell
Applying for a teaching job
Using your experience positively in your application for a teaching post
The curriculum vitae
References
Visits and interviews during your training
Interview portfolios and interviews
Induction for newly qualified teacher
Planning and monitoring your induction year
9.2 Understanding and planning your continuing professional development
614(18)
Kit Field
Chris Randall
Policy shift
Why CPD?
What is CPD?
A typology of CPD
Forms of CPD
Planning your CPD
Key stakeholders
9.3 Teaching, research and further qualifications
632(11)
Cathy Burnett
What is research and why is it important to professional development?
How can research help you think differently about practice?
Using existing research
Getting involved in research
Wales and Northern Ireland context text boxes
Jo Bowers
Donna Hazzard
Index 643
Teresa Cremin (previously known professionally as Grainger) is Professor of Education (Literacy) and Education Futures Research Cluster Director at The Open University, UK.



James Arthur is Head of School and Professor of Education and Civic Engagement in the School of Education at the University of Birmingham, UK.