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Learning to Teach in the Primary School 4th edition [Hardback]

4.12/5 (27 ratings by Goodreads)
Edited by (The Open University, UK), Edited by (Sheffield Hallam University, UK)
  • Formāts: Hardback, 576 pages, height x width: 246x189 mm, weight: 1290 g, 23 Tables, black and white; 26 Illustrations, black and white
  • Sērija : Learning to Teach in the Primary School Series
  • Izdošanas datums: 21-Mar-2018
  • Izdevniecība: Routledge
  • ISBN-10: 1138211044
  • ISBN-13: 9781138211049
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Learning to Teach in the Primary School 4th editionPalielināt
  • Formāts: Hardback, 576 pages, height x width: 246x189 mm, weight: 1290 g, 23 Tables, black and white; 26 Illustrations, black and white
  • Sērija : Learning to Teach in the Primary School Series
  • Izdošanas datums: 21-Mar-2018
  • Izdevniecība: Routledge
  • ISBN-10: 1138211044
  • ISBN-13: 9781138211049
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781138211049.html
Keywords:
How do you become an effective primary school teacher? What do you need to be able to do? What do you need to know?

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.

The fourth edition of this bestselling textbook has been fully updated with the latest research and initiatives in the field, as well as the most recent changes to the National Curriculum across the UK. Twenty four new authors have contributed, sharing their expertise and experience as practitioners. Ten brand new units have been included on:











Becoming a professional in the current context





Building inclusive communities of engaged learners





Understanding schools aims and enacting your own





Teaching for social justice





Reading





Grammar and punctuation





Mastery in mathematics





The value of outdoor learning





Primary education in a digital age

A selection of extra tasks have been woven throughout, with an emphasis on innovative, reflective practice, and new vivid examples bring each chapters argument to life in a classroom context. In addition, each chapter contains M-level tasks and further reading to assist with research assignments, and differences in the National Curriculum and policy in Scotland, Wales and Northern Ireland are highlighted.

Providing a comprehensive but accessible introduction to teaching and learning in the primary school, covering everything a trainee needs to know in order to gain QTS, this accessible and engaging textbook is essential reading for all students training to be primary school teachers.

This textbook is supported by a free companion website with additional resources for instructors and students (www.routledge.com/cw/Cremin) and an accompanying series of books on Teaching Creatively across the curriculum.

Recenzijas

"There is a reason why this book is now in its fourth edition - it is a classic. The work of the editors and authors responding to new research, new policies and new practices, over the many years of the books life, is one of its many outstanding features. And for this edition the renewed emphasis on critical analysis is most welcome. Not only is this book invaluable for trainee teachers but policy makers could well find food for thought as well."

- Dominic Wyse, Professor of Early Childhood & Primary Education, University College London

"Unquestionably, teaching in the primary school is a messy, complex, demanding business. For anyone starting out in the classroom, this book is an easily accessible guide to the challenges you may face, offering both theoretical rationales and practical advice to help."

- Megan Dixon, Director of Literacy for the Aspire Educational Trust

"A welcome new edition of this outstanding, comprehensive book that should be a core reader for anyone embarking on primary teacher training. It will become the 'go-to text' for trainees across all routes into teaching. A highly accessible, interactive book written by highly qualified teacher educators who are experts in their field."

- Jane Warwick, Primary PGCE Course Manager, University of Cambridge

"This 4th edition is a contemporary and extremely relevant resource for prospective and qualified primary teachers alike. The wide range of established authors provides a detailed discussion and focussed insight into the complexities of being a primary teacher. The child as an individual and a reflective approach to the curriculum are valued as key components of effective learning and teaching. This is a must-read for all professional practitioners."

- Jenny Carpenter, Director of Partnerships, York St John University

List of figures
xv
List of tables
xvi
List of tasks
xvii
List of contributors
xxi
Introduction 1(2)
Teresa Cremin
Cathy Burnett
SECTION 1 BECOMING A TEACHER
3(44)
1.1 Primary teaching: A personal perspective
5(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 Becoming a professional in the current context
17(15)
Samantha Twiselton
Janet Goepel
Professionalism - theory and research
Becoming professional - the process
Raising your awareness through mapping your journey
Additional complexity according to school context
Ofsted
Teachers' Standards
1.3 Making the most of your placements
32(15)
Jane Warwick
Mary Anne Wolpert
Establishing effective dispositions
Reflective teaching
Evaluating your lessons
Working with school mentors
Making the most of learning conversations
Challenging professional conversations
Progression through placements
SECTION 2 EXPLORING THE NATURE OF LEARNING AND TEACHING
47(88)
2.1 Looking at children
49(17)
Jane Payler
Mary Scanlan
Situated, holistic development
Key theorists of child development
Challenging norms, stages and deficit views
2.2 Looking at learning
66(11)
David Wray
Approaches to learning
Behaviourism
Constructivism
Social constructivism
New approaches to learning theory
2.3 From learning to teaching
77(11)
David Wray
Insights into learning
Principles for teaching
2.4 Moving from novice towards expert teacher
88(13)
Samantha Twiselton
Sally Elton-Chalcraft
Knowledge and learning - for the pupil and the teacher
Quality versus quantity: Organisation of knowledge
Teacher as task manager, curriculum deliverer or concept/skill builder
Knowledge and creativity - deep learning, not surface learning
Expert and novice teachers' use of knowledge
Knowing the underlying principles, using knowledge efficiently
2.5 Building on firm foundations: Early years practice
101(19)
Janet Rose
Sue Rogers
Elizabeth Carruthers
Early years policy
The Early Years Foundation Stage
`School readiness' and starting school
The learning environment
The role of the adult in play
The Foundation Stage Profile
Transition from the Foundation Stage to Key Stage
1(119)
2.6 The importance of play and explorative learning: Why bother with play?
120(15)
Jo Trowsdale
Bernadette Duffy
What do we mean by play and explorative learning?
The importance of play and exploration in children's learning
Play and exploration in the Early Years Foundation Stage 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
135(94)
3.1 Building inclusive communities of engaged learners
137(12)
Alison Peacock
Principles of an inclusive classroom
The intellectual domain
The affective domain
The social domain
3.2 Approaching short-term planning
149(13)
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
162(12)
Peter Kelly
Organising learning
Classroom approaches
3.4 Managing classroom behaviour
174(15)
Roland Chaplain
Whole-school organisation and classroom management
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
Developing routines
Rewards and sanctions
Classroom layout
Coping with challenging behaviour
3.5 Handling difficulties in social, emotional and behaviour development
189(14)
Janice Wearmouth
Louise Cunningham
Frameworks for understanding difficult behaviour
Social and emotional issues in childhood
Neurological and biological explanations of behaviour
Bullying behaviour
3.6 Organising effective classroom talk
203(13)
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
3.7 The value of outdoor learning
216(13)
Stephen Pickering
The Teachers' Standards
The value of learning and teaching outdoors
Organising and managing learning and teaching outdoors
SECTION 4 APPROACHES TO THE CURRICULUM
229(44)
4.1 Investigating the aims, values and purposes of primary education: The case of the Cambridge Primary Review
231(15)
Liz Chamberlain
Roger Mcdonald
A historical perspective: The great education debates
Where are we now? The current context
Developing a principled pedagogy
The Cambridge Primary Review
CPR aims and purpose for primary education
Shifting pedagogy through policy
The aims of the primary curriculum and the role of the imagination
The question of an imaginative approach to the curriculum
4.2 Aims into practice: Understanding schools' aims and enacting your own
246(11)
Jo Evans
Emese Hall
Some scene setting
Jo's story
The classroom environment
Case study 1 The identical fish
Fostering children's creativity
Case study 2 Engaging outside space
The importance of being curious
4.3 Critical perspectives on the curriculum
257(16)
Ayshea Craig
Dominic Wyse
Some international themes in national curricula
The journey from statutory curriculum to the classroom
The primary curriculum in England today
SECTION 5 ASSESSMENT
273(32)
5.1 Assessment for learning: Formative approaches
275(13)
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 and learning: Summative approaches
288(17)
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 reporting: Current policy
The impact of `high-stakes' assessment on pupils
A critique of assessment approaches
SECTION 6 DIVERSITY AND INCLUSION
305(86)
6.1 Providing for differentiation
307(14)
Eve Bearne
Rebecca Kennedy
Defining differentiation
Differentiation, difference and diversity
Identifying the range of learners
Approaches to differentiation
Case study - Tiverton Academy, Birmingham
Planning for differentiation
6.2 Special educational needs and inclusion
321(16)
Noel Purdy
Adam Boddison
The development of UK policy in relation to SEN
Legal definition of SEN
The inclusion debate
The Code of Practice
Changing policy and support in mainstream primary schools
Teachers' Standards
Collaborative support
Meeting the needs of children with SEN: Where do I begin?
Appendix: Additional material on regional variations
6.3 Teaching for social justice: Creating equity for pupils living in poverty and those from black and minority ethnic backgrounds
337(11)
Hanneke Jones
Heather Smith
Supporting pupils living in poverty
Race, racism and education
6.4 Responding to cultural diversity and citizenship
348(15)
PAM COPELAND AND 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 linguistic diversity
363(14)
Virginia Bower
Historical background
Children's backgrounds
Learning a second language
Case study
A bilingual approach
Celebrating and capitalising upon linguistic diversity
Case study
6.6 Responding to gender differences
377(14)
Elaine Millard
Louise Wheatcroft
Eve Bearne
Background
Definitions
Explanations of the `gender gap'
Gender and reading
Gender and writing
Gender and spoken language
A role for popular culture
Gender, ethnicity and class
SECTION 7 RECENT DEVELOPMENTS
391(94)
7.1 Engaging with pupils: Listening to the voices of children and young people
393(11)
Carol Robinson
Pupil voice, pupil participation and pupil engagement: What do these terms mean?
Legislation prompting pupil engagement work in schools
How can engaging with pupils be of benefit to them? Engaging with pupils: Vignette 1
How can engaging with pupils benefit teachers?
Engaging with pupils: Vignette 2
Ways of engaging with pupils in school
Guiding principles for engaging with pupils
Levels of engaging with pupils
7.2 Reading: Marrying word recognition with comprehension and pleasure
404(13)
Angela Gill
David Waugh
Why do we read?
What do children need to be able to do?
Reading for pleasure
Types of text
Can phonics be fun?
Vivid example
Spelling
Bringing word recognition and comprehension together
Vivid example: Interacting with texts
7.3 The creative and the critical: Grammar and punctuation
417(11)
Debra Myhill
The role of grammar in the curriculum
Grammar as choice: A theoretical rationale for grammar in the curriculum
Pedagogical principles
7.4 Creativity and creative teaching and learning
428(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
7.5 Thinking skills
443(13)
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?
7.6 Understanding mastery in primary mathematics
456(14)
Mark Boylan
Vivian Townsend
Background
Meanings of mastery
Shanghai
Singapore
Mastery across the curriculum
Engaging with mastery
7.7 Primary education in a digital age
470(15)
John Potter
Digital texts and media literacy
Social media and education
A note on safety
The computing curriculum
Vignette: Scratch `Games from Stories' project
SECTION 8 PARTNERSHIP IN PRACTICE
485(36)
8.1 Working with teaching assistants
487(10)
Andreas O. Kyriakides
Jenny Houssart
The why and who of support staff
Teaching assistants as part of a classroom team
Supporting individuals
TAs' training and development
8.2 Partnerships with parents
497(11)
John Ryan
Stephen Griffin
Professional requirements
Advantages of secure relationships with parents
First impressions
Dealing with difficult situations
Parents' evenings
Parental expertise
8.3 Understanding the teacher's pastoral role
508(13)
Helen Childerhouse
What is the teacher's pastoral role, and why is it important for effective teaching?
Transition through school
Looked-after children
The development of UK policy in relation to pastoral provision in schools
Safeguarding
E-safety
Attendance
Scenario 1
Scenario 2
Strategies to support the teacher's pastoral role
Whole-school strategies to support the teacher's pastoral role
SECTION 9 YOUR PROFESSIONAL DEVELOPMENT
521(44)
9.1 Applying for jobs and preparing for your induction year
523(12)
Jane Medwell
Applying for a teaching job
Using your experience positively in your application
The curriculum vitae
Referees
Visits and interviews during your training
Interviews and portfolios
Induction for newly qualified teachers
Planning and monitoring your induction year
9.2 Understanding and planning your continuing professional development
535(18)
Alison Fox
What is CPD or what could it be?
The scope of CPD activities
Schools' responsibility for professional development: The policy context
Setting agendas for professional development: Links with appraisal
How does reflective practice relate to my professional development?
The roles of enquiry and others in developing as a reflective practitioner
9.3 Research and professional development: Using research and enquiry to develop as a teacher
553(12)
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 and publications
Getting involved in research
Index 565
Teresa Cremin is Professor of Education (Literacy) at The Open University, UK. A former primary teacher and teacher educator, she has served as President of the UK Reading Association and the UKLA, and Board member of the Cambridge Primary Review Trust, BookTrust and the Poetry Archive. She has led and contributed to a number of projects on creativity and on teachers literate identities and practices and has published widely in these areas (https://researchrichpedagogies.org/research/).

Cathy Burnett is Professor of Literacy and Education at Sheffield Hallam University, UK where she leads the Language and Literacy Education Research Group. She worked for many years as a primary teacher and teacher educator and is currently Vice President for the UKLA. She has published widely for professional and academic readerships and has led and contributed to research projects associated with literacy, digital media, teacher identities, and uses of new technologies in classrooms.