Teaching Teachers Processes and Practices

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ISBN: 9780826484918 | 0826484913
Cover: Paperback
Copyright: 7/31/2007

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This book is a rich resource for all those who support the learning of teachers. These 'teachers of teachers' (ToTs) may find themselves: Being responsible for staff development within the context of a school, Running a one-off workshop or a longer in-service programme, Teaching university-based elements of an initial teacher preparation (ITP) programme, Mentoring a trainee during the classroom-based elements of their ITP or as part of an ongoing programme of inservice provision.

Acknowledgements	p. viii
Glossary	p. ix
General Introduction	p. xi
Who this book is for	p. xi
Who we are	p. xi
Why we have written this book	p. xii
What's in the book	p. xiii
Ways of using the book	p. xiv
If you are a (new) teacher of teachers	p. xiv
If you are involved in instigating educational reforms at a national or local level	p. xv
If you are involved in dissemination of educational research findings	p. xv
If you are responsible for an academic course on teacher education	p. xv
If you are in a development group with other ToTs	p. xv
What we mean by 'teachers' (of teachers)	p. xv
Preparing Yourself	p. 1
Introduction: Preparing your own thinking: why it matters	p. 3
What teachers need to learn	p. 6
Introduction	p. 6
Possible goals for teacher learning	p. 7
Producing 'good teachers'	p. 8
Producing/developing 'good teaching'	p. 9
Producing teaching professionals	p. 11
Teachers as reflective practitioners	p. 12
Technicists	p. 13
A very quick look at ideas about teacher learning	p. 14
A story	p. 15
What 'good' teachers know	p. 17
The content of teacher knowledge	p. 17
Types of teacher knowledge	p. 18
Types of knowledge and goals of teacher learning	p. 19
How teachers learn	p. 22
Knowing about (KA)	p. 22
Knowing how (KH development)	p. 23
Knowing to (KT)	p. 24
Conditions for teacher learning	p. 26
Resources and time	p. 26
Psycho-socio affective conditions	p. 26
Teachers learning from their own and others' experience - putting it all together	p. 30
Introduction	p. 30
Modes of mind	p. 31
Towards a pendulum model	p. 34
Conclusion	p. 38
References	p. 39
Further reading	p. 40
Developing Programmes that Support Teacher Learning	p. 43
Designing your programme	p. 45
Introduction	p. 45
Identifying needs	p. 46
Identifying programme aims	p. 51
The influence of context on design decisions	p. 54
Planning	p. 56
Preparation	p. 63
Concrete preparation	p. 63
Gathering materials	p. 64
Preparing detailed session plans	p. 65
Handouts and hand-ins	p. 77
Room arrangements	p. 79
Ensuring all necessary day-to-day facilities are in place and functioning	p. 80
Immediate 'preparation of self' for teaching	p. 82
Working one-to-one	p. 85
Mentors and mentoring	p. 85
Mentoring: the design stage	p. 90
Mentoring: the planning stage	p. 90
Mentoring: concrete preparation	p. 91
Conclusion	p. 93
Materials and activities used in examples in Part 2	p. 94
References	p. 98
Further reading	p. 98
Developing as a Teacher of Teachers	p. 101
Introduction	p. 103
ToTs together	p. 105
ToT Development groups	p. 105
On group dynamics	p. 105
Some activities for ToTs together groups	p. 110
Sharing experiences of 'receiving training'	p. 110
Stories	p. 111
Our teaching teachers stories	p. 112
Reading groups	p. 114
Sharing tasks, activities, games and techniques	p. 115
Sharing handouts	p. 115
Writing group	p. 116
Working together to develop in-class teaching skills	p. 117
Team teaching	p. 117
Peer observation	p. 118
Teaching skill development in ToTs together groups	p. 119
The management of small-group work	p. 119
Scaffolding	p. 123
Listening	p. 127
Conclusion	p. 132
Managing your development alone	p. 133
Conclusion: Making our engagement in our own ToT learning visible	p. 135
References	p. 137
Further reading	p. 138
Assessment and Evaluation	p. 141
Introduction	p. 143
Assessing teachers and their teaching	p. 144
Introduction	p. 144
What do we mean by assessment?	p. 146
Planning for assessment	p. 149
Criteria development	p. 150
Reasons to be cautious	p. 156
The gathering of evidence - focus on observation	p. 159
Evaluation	p. 164
Formal programme evaluation	p. 165
ToT self-evaluation of their own teaching	p. 167
Formative evaluation	p. 167
Summative evaluation	p. 168
References	p. 170
Further reading	p. 170
Final thoughts	p. 172
Index	p. 175
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Teaching Teachers Processes and Practices

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Teaching Teachers Processes and Practices

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Author Biography

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