This book is an essential introduction to the key skills and knowledge needed to become a successful teacher. Covering all aspects of teaching and learning, this ninth edition has been updated to reflect changes in the field and covers key new topics including the science of learning, online pedagogies, and working with your mentor.
This book is an essential introduction to the key skills and knowledge needed to become a successful teacher. Covering all aspects of teaching and learning, this ninth edition has been updated to reflect changes in the field and covers key new topics including the science of learning, online pedagogies, and working with your mentor.
Produktdetails
Produktdetails
Learning to Teach Subjects in the Secondary School Series
Susan Capel is Emeritus Professor of Physical Education at Brunel University, London. Marilyn Leask is a visiting Professor of Education at De Montfort University and is co-chair of the Education Futures Collaboration charity and the MESHGuides research summaries initiative. Sarah Younie is Professor of Education Innovation at De Montfort University and co-founder of the Education Futures Collaboration Charity and the MESHGuides research summaries initiative. Elizabeth Hidson is a Senior Lecturer in International Teacher Education and Programme Leader for the SCITT PgCert at The University of Sunderland. Julia Lawrence is a Senior Lecturer (Education), Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle.
Inhaltsangabe
1. BECOMING A TEACHER 1.1. What do teachers do? 1.2. Beginning teachers' roles and responsibilities 1.3. Developing your resilience: Managing stress workload and time 1.4. Using digital technologies for professional practice 2. BEGINNING TO TEACH 2.1. Reading classrooms: How to maximise learning from classroom observation 2.2. Schemes of learning units of learning and lesson planning 2.3. Taking responsibility for the whole class 2.4. Working effectively with your mentor 3. CLASSROOM INTERACTIONS AND MANAGING PUPILS 3.1. Communicating with pupils 3.2. Motivating pupils 3.3. Managing classroom behaviour: Adopting a positive approach 3.4. Conceptualising and theorising primary-secondary transitions 4. MEETING INDIVIDUAL DIFFERENCES 4.1. Pupil grouping progression and adaptive teaching 4.2. Adolescence health and wellbeing 4.3. Cognitive development 4.4. Responding to diversity 4.5. Values education - discussion and deliberation 4.6. An introduction to inclusion special educational needs and disability 5. HELPING PUPILS LEARN 5.1. Ways pupils learn 5.2. Active learning 5.3 Teaching styles 5.4. Improving your teaching: An introduction to practitioner research reflective practice and evidence-informed practice 5.5. Closing the achievement gap: Self-regulation and personalising learning 5.6. Educational neuroscience: Classroom practice and the brain 5.7. Developing critical thinking 5.8. Creating a language-rich classroom 5.9. Pedagogy - the science craft and performance of teaching 6. ASSESSMENT 6.1. Developing formative assessment practice for high-impact teaching 6.2. External assessment and examinations 6.3. Using assessment data effectively: making better decisions for teaching and learning 7. THE SCHOOL CURRICULUM AND SOCIETY 7.1. Aims of education 7.2. The secondary school curriculum 7.3. Secondary schools in England: governance policy and curriculum 7.4. Secondary schools in Northern Ireland: governance policy and curriculum 7.5. Secondary schools in Scotland: the policy landscape and drivers of school reform 7.6. Secondary schools in Wales: governance policy and curriculum. 8. YOUR PROFESSIONAL DEVELOPMENT 8.1. Getting your first post 8.2. Developing further as a teacher 8.3. Accountability 9. AND FINALLY
1. BECOMING A TEACHER 1.1. What do teachers do? 1.2. Beginning teachers' roles and responsibilities 1.3. Developing your resilience: Managing stress workload and time 1.4. Using digital technologies for professional practice 2. BEGINNING TO TEACH 2.1. Reading classrooms: How to maximise learning from classroom observation 2.2. Schemes of learning units of learning and lesson planning 2.3. Taking responsibility for the whole class 2.4. Working effectively with your mentor 3. CLASSROOM INTERACTIONS AND MANAGING PUPILS 3.1. Communicating with pupils 3.2. Motivating pupils 3.3. Managing classroom behaviour: Adopting a positive approach 3.4. Conceptualising and theorising primary-secondary transitions 4. MEETING INDIVIDUAL DIFFERENCES 4.1. Pupil grouping progression and adaptive teaching 4.2. Adolescence health and wellbeing 4.3. Cognitive development 4.4. Responding to diversity 4.5. Values education - discussion and deliberation 4.6. An introduction to inclusion special educational needs and disability 5. HELPING PUPILS LEARN 5.1. Ways pupils learn 5.2. Active learning 5.3 Teaching styles 5.4. Improving your teaching: An introduction to practitioner research reflective practice and evidence-informed practice 5.5. Closing the achievement gap: Self-regulation and personalising learning 5.6. Educational neuroscience: Classroom practice and the brain 5.7. Developing critical thinking 5.8. Creating a language-rich classroom 5.9. Pedagogy - the science craft and performance of teaching 6. ASSESSMENT 6.1. Developing formative assessment practice for high-impact teaching 6.2. External assessment and examinations 6.3. Using assessment data effectively: making better decisions for teaching and learning 7. THE SCHOOL CURRICULUM AND SOCIETY 7.1. Aims of education 7.2. The secondary school curriculum 7.3. Secondary schools in England: governance policy and curriculum 7.4. Secondary schools in Northern Ireland: governance policy and curriculum 7.5. Secondary schools in Scotland: the policy landscape and drivers of school reform 7.6. Secondary schools in Wales: governance policy and curriculum. 8. YOUR PROFESSIONAL DEVELOPMENT 8.1. Getting your first post 8.2. Developing further as a teacher 8.3. Accountability 9. AND FINALLY
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