| Description |
1 online resource |
| Series |
The learning to teach in the primary school series |
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Learning to teach in the primary school series.
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| Contents |
Cover; Title; Copyright; CONTENTS; List of figures; List of tables; List of tasks; List of contributors; Introduction; SECTION 1 BECOMING A TEACHER; 1.1 Primary teaching: A personal perspective; â#x80;#x98;Acrosticâ#x80;#x99; 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; Professionalism â#x80;#x93; theory and research; Becoming professional â#x80;#x93; the process |
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Raising your awareness through mapping your journeyAdditional complexity according to school context; Ofsted; Teachersâ#x80;#x99; Standards; 1.3 Making the most of your placements; 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; 2.1 Looking at children; Situated, holistic development; Key theorists of child development; Challenging norms, stages and deficit views |
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2.2 Looking at learningApproaches to learning; Behaviourism; Constructivism; Social constructivism; New approaches to learning theory; 2.3 From learning to teaching; Insights into learning; Principles for teaching; 2.4 Moving from novice towards expert teacher; Knowledge and learning â#x80;#x93; 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 â#x80;#x93; deep learning, not surface learning; Expert and novice teachersâ#x80;#x99; use of knowledge |
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Knowing the underlying principles, using knowledge efficiently2.5 Building on firm foundations: Early years practice; Early years policy; The Early Years Foundation Stage; â#x80;#x98;School readinessâ#x80;#x99; 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; 2.6 The importance of play and explorative learning: Why bother with play?; What do we mean by play and explorative learning?; The importance of play and exploration in childrenâ#x80;#x99;s learning |
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Play and exploration in the Early Years Foundation Stage and National CurriculumThe role of the teacher in promoting childrenâ#x80;#x99;s play and exploration; Using playfulness to enhance your teaching; SECTION 3 PLANNING AND MANAGING LEARNING; 3.1 Building inclusive communities of engaged learners; Principles of an inclusive classroom; The intellectual domain; The affective domain; The social domain; 3.2 Approaching short-term planning; The importance of short-term planning; Planning formats; Lesson planning; Planning an effective lesson; Evaluation; Building planning experience |
| Summary |
"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 learnersUnderstanding schools' aims and enacting your ownTeaching for social justiceReadingGrammar and punctuationMastery in mathematicsThe value of outdoor learning Primary education in a digital ageA selection of extra tasks have been woven throughout, with an emphasis on innovative, reflective practice, and new 'vivid examples' bring each chapter's 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."--Provided by publisher |
| Notes |
First edition published by Routledge 2006; third edition published by Routledge 2014 |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed March 23, 2018) |
| Subject |
Elementary school teaching -- Great Britain
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Elementary school teachers -- Training of -- Great Britain
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EDUCATION -- Elementary.
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Elementary school teachers -- Training of
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Elementary school teaching
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Great Britain
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| Form |
Electronic book
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| Author |
Cremin, Teresa, 1959- editor.
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Burnett, Cathy, editor.
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| ISBN |
9781315453712 |
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1315453711 |
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9781315453736 |
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1315453738 |
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9781315453729 |
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131545372X |
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9781315453705 |
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1315453703 |
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