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Learning to Teach History in the Secondary School: A Companion to School - Google книги
If the problem persists, please try again in a little while. No cover image. Read preview. Synopsis There are many issues covered in initial teacher training which student PE teachers must apply to their own subject.
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But the complexity of PE can make this difficult to do. This volume explores some of the issues student PE teachers must face.
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- Learning to Teach Science in the Secondary School: A Companion to School Experience.
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Read preview Overview. Hardy; Mick Mawer Falmer Press, Armour; Robyn L. Jones Falmer Press, Every reference list I read cites this book, demonstrating it as a key text in teacher education.
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The 7th edition is a welcome update and will appeal massively to any professional who shares the ambition to make a difference in the classroom. This book provides a useful and effective insight into being a teacher, and a pedagogical and practical understanding of the complexity of teaching.
It successfully breaks down the various elements of the profession into sections, acknowledging that there might not be a template of a perfect teacher, but rather a series of skills, qualities and behaviours that inform and underpin effective teaching and learning. With the changing landscape of ITE initial teacher education and the growth of school-led approaches, a comprehensive guide to support trainees across all aspects of their training from what is a teacher and classroom behaviours, to developing professional practice and securing a first post is extremely valuable. It gives the secondary trainee confidence by highlighting key foci; for example, professionalism, specific curriculum pedagogy, how to observe, and why teachers want to teach.
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This is also supported by relevant tasks for the trainee to engage with that explain and consolidate key concepts such as teacher reflection, mixing the practical with the theoretical learning theories. Highly recommended. This book covers the key themes affecting secondary teacher education today. The authors offer a challenging rather than a descriptive account of contemporary issues affecting initial teacher education.
Trainee teachers are encouraged to think about their changing professional role and to explore broader conceptions of it; they are asked to engage with current issues surrounding pedagogic knowledge, its influences and determiners, and to reflect on their actions in response.
Learning to Teach Physical Education in the Secondary School: A Companion to School Experience
Trainee teachers following pre- or in-service routes into teaching will find the book a useful resource. It will appeal to trainee teachers following one of a number of routes into teaching, including university-based, school direct, school-centred SCITTs and the assessment-only routes to QTS. While offering many practical ideas and suggestions for use in everyday practice, it also makes the link between initial teacher education and ongoing professional career development. If not already included, the book will make a useful addition to programme reading lists.
Susan's background is in physical education teaching and secondary initial teacher education, both in physical education and in general professional studies. She joined Brunel in She is now an honoured member of the Association for Physical Education. She has published widely on initial teacher education.
Marilyn is well known for her work on knowledge management in education and in building the evidence and knowledge base for teacher education and classroom practice. Her current work includes developing national and international models for scaling up promising small-scale research. Her specialist areas are teacher education, change, improvement and development across large systems, particularly through online networking and knowledge sharing, the development of approaches supporting evidence-informed policy and practice, and the use of ICT in education.
She has worked as a teacher, researcher and manager in secondary schools, local authorities, universities and two national agencies — the Training and Development Agency for schools, where, as Head of Effective Practices, she brought together subject associations and colleagues across the education sector to establish the Teacher Training Resource Bank and the associated subject resource networks, and the Improvement and Development Agency for local government, where, as Head of Knowledge and Learning, she set up online communities for local government using Web 2.
Dr Younie has been involved in international and national teaching and research on educational technologies for over 25 years.