- ISBN: 9780415485586 | 0415485584
- Cover: Nonspecific Binding
- Copyright: 7/21/2010
The most comprehensive text for students on teacher training courses in the UK, this fully revised and authoritative yet accessible textbook covers all the important skills and issues that students should consider during their teaching practice.
Louis Cohen is Emeritus Professor of Education at Loughborough University, UK. Lawrence Manion was formerly Principal Lecturer in Music at Manchester Metropolitan University, UK. Keith Morrison is Professor and Registrar at the Macau University of Science and Technology, China. Dominic Wyse is Senior Lecturer in Early Years and Primary Education at the University of Cambridge, UK.
| List of Boxes | p. ix |
| Foreword to the Revised Fifth Edition | p. xiii |
| Acknowledgements | p. xv |
| Some Perspectives on Teaching and Learning | p. 1 |
| A Background to Current Developments in Education | p. 3 |
| introduction | |
| a plethora of innovations: standards and targets | |
| democracy and control in question | |
| stress in teaching | |
| indiscipline and bullying | |
| school diversity | |
| changing the nature of teaching | |
| Teacher Training Requirements | p. 18 |
| introduction | |
| standards for the award of qualified teacher status | |
| skills tests in numeracy, literacy and ICT | |
| mentoring | |
| conclusion | |
| The Curriculum | p. 33 |
| introduction | |
| the Early Years Foundation Stage | |
| the National Curriculum | |
| statutory tests | |
| the National Strategies | |
| conclusion | |
| Information and Communications Technology | p. 52 |
| introduction | |
| what is ICT? | |
| claimed advantages of ICT | |
| concerns about ICT | |
| constructivism and ICT | |
| higher-order thinking and ICT | |
| differentiation | |
| administration | |
| social learning | |
| pedagogy | |
| assessment | |
| evaluating websites | |
| finding out about the school's ICT for teaching practice | |
| evaluating your own use of ICT on teaching practice | |
| Legal Issues | p. 76 |
| introduction | |
| duty of care, supervision and the avoidance of negligence | |
| discipline | |
| safety | |
| data protection | |
| the Education and Inspections Act 2006 | |
| teachers' professional responsibilities | |
| implications for student teachers | |
| Preparation And Planning | p. 97 |
| The Preliminary Visit | p. 99 |
| introduction | |
| before the visit | |
| what to look for and what information to collect | |
| understanding rules, protocols, procedures and routines | |
| rules and routines at different points during the lesson | |
| particular information to record | |
| Aims, Objectives and Intended Learning Outcomes | p. 111 |
| introduction | |
| two kinds of objectives and intended learning outcomes: (1) behavioural and (2) non-behavioural | |
| some characteristics of behavioural objectives | |
| the student teacher and behavioural objectives | |
| non-behavioural objectives | |
| the debate surrounding the use of behavioural objectives | |
| objectives and intended learning outcomes in individualised learning | |
| conclusion: some suggestions | |
| Beginning Curriculum Planning | p. 128 |
| introduction | |
| the context and levels of planning | |
| the elements of planning | |
| characteristics of the curriculum | |
| subject-based and topic-based approaches to the primary curriculum | |
| staging curriculum planning | |
| examples of planning: Foundation Stage | |
| primary school Key Stage 2 | |
| secondary school Key Stage 3 | |
| evaluation and review | |
| evaluation of achievement of overall aims for the teaching practice | |
| evaluation of achievements of the scheme of work | |
| weekly and daily evaluations | |
| evaluations of specific lessons | |
| Practising Teaching | p. 179 |
| Learning and Teaching | p. 181 |
| introduction | |
| constructivist theory | |
| higher-order thinking | |
| the brain and learning | |
| neuroscience and working memory | |
| metacognition | |
| learning styles | |
| motivation | |
| co-operative learning | |
| key characteristics of effective teaching | |
| key questions for teaching skills | |
| non-verbal teacher communciation | |
| modelling | |
| student teachers' attitudes and expectations and the influence they exert on classroom behaviour | |
| the organisation of learning | |
| Early Years and Primary Teaching | p. 209 |
| introduction | |
| early years teaching | |
| play | |
| socialisation | |
| understanding the classroom | |
| organising the day | |
| implications for student teachers | |
| primary teaching | |
| children's learning in school | |
| classroom organisation | |
| some organisational concepts in primary education | |
| teaching and learning styles in primary classrooms | |
| Secondary Teaching | p. 250 |
| introduction | |
| some requisites of a secondary school student teacher | |
| first meeting(s) with one's classes | |
| lesson phases and presentation skills | |
| homework | |
| setting, grouping and mixed-ability teaching | |
| Language in Classrooms | p. 267 |
| introduction | |
| speaking and listening in educational policy and practice | |
| speaking and listening in the early years | |
| characteristics of talk in classrooms | |
| direct instruction and whole-class interactive teaching | |
| Exposition | |
| Explanation | |
| questions and questioning | |
| discussion | |
| responding | |
| summarising | |
| dialogic teaching and collaborative learning | |
| conclusion | |
| inclusion, Equal Opportunities and Diversity | p. 292 |
| introduction | |
| Gender | |
| ethnicity | |
| special educational needs | |
| gifted and talented students | |
| Managing Behaviour in the Classroom | p. 331 |
| introduction | |
| schools of thought on classroom management | |
| students' expectations of teachers | |
| some factors affecting behaviour in classrooms | |
| what makes students misbehave? | |
| rules and routines in the classroom | |
| suggestions for handling minor misbehaviour problems | |
| dealing with repeated minor misbehaviour | |
| dealing with persistent disruptive behaviour | |
| the ripple effect | |
| issuing reprimands | |
| rewards and punishments | |
| behaviour modification and assertive discipline | |
| anticipating management and control problems in the classroom | |
| behavioural problems with some ethnic minority students | |
| class management on teaching practice | |
| bullying | |
| Assessment, Record Keeping and Report Writing | p. 385 |
| Assessment | p. 387 |
| introduction | |
| the context of assessment | |
| assessment in the early years | |
| assessing pupils' progress | |
| assessment for learning | |
| the purposes of assessment | |
| the types of assessment | |
| reliability and validity in assessments | |
| methods of gathering assessment data | |
| written sources of data collection | |
| non-written sources of data collection | |
| providing opportunities for assessment | |
| designing an assessment task | |
| marking work | |
| a worked example of an assessment activity | |
| Record Keeping and Report Writing | p. 441 |
| introduction | |
| the purposes of record keeping | |
| the use of the record for reporting purposes | |
| the formality of the record | |
| the contents of the record | |
| the audiences of the record | |
| the style and format of the record | |
| the timing of the record entry | |
| writing reports | |
| Notes and References | p. 460 |
| Bibliography | p. 501 |
| Index | p. 534 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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