Study to teach : a guide to studying in teacher education / / edited by Steve Herne, John Jessel, and Jenny Griffiths

• Record Nr.: UNINA9910827487403321
• Pubbl/distr/stampa: London ; ; New York, : Routledge, 2000
• ISBN: 1-280-33308-1; 0-203-02029-4; 0-203-15923-3
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (214 p.)
• Altri autori (Persone): HerneSteve <1950->; JesselJohn; GriffithsJenny <1943->
• Disciplina: 370/.71
• Soggetti: Teachers - Training of; Teaching; Learning
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and indexes.
• Nota di contenuto: Study to Teach A guide to studying in teacher education; Copyright; Contents; List of Illustrations; List of Contributors; Preface; 1 Study: some guiding principles; Introduction; What do we know about learning?; Constructivism and learning; Making connections; Models, metaphors and analogies; Being an active learner; Deep and surface approaches to learning; Using language; Thinking critically; Metacognition; Postscript; References; 2 Getting to know yourself as a learner; What is learning?; Getting to know yourself as a learner; Strategies for improving your learning; Studying under pressure; ConclusionReferences; 3 Curriculum studies; Introduction; Three contributory disciplines: philosophy, psychology and sociology; Curriculum studies; Models of curriculum; Developments in curriculum studies; Summary; Reference; 4 Developing subject knowledge; Introduction; Content knowledge; Curriculum knowledge; Pedagogical content knowledge; The importance of teachers' educational experiences and attitudes; Constructing our own knowledge as teachers; Summary; References; 5 Strategies and case studies; ; Introduction: from styles to strategies; Auditing subject knowledge: defining the field of knowledgeThe 'tools' in the learning strategies 'kit'; Summary; References; 6 From starting point to fair copy: reading, writing and thinking; Introduction; Clarifying the task; Finding a focus; Talking about progress with tutors or peers; Carrying out classroom-based work; Writing up the fair draft (including referencing); The pains and the pleasures of study: some student conclusions; References; Appendix 6.1; 7 Using information and communications technology; Accessing information and resources: hypertext, CD-ROMs and World Wide Web; Learning in hyperspaceWorking at a distance; Wordprocessing; New kinds of authorship; References; 8 Presenting your work orally; Introduction; Structuring your presentation; Preparation; Communicating with your listeners; Conclusion; References; Appendix 8.1; Appendix 8.2; 9 Starting your research project; The context; What do we understand by educational research?; Doing research; Conducting your research - approaches to adopt; Writing up your research; Conclusion; References; 10 Establishing and maintaining professional working relationships; Introduction; Initial Teacher Training (ITT); Those returning to full- or part-time studyConcluding comments; References; 11 Some final comments; References; Name Index; Subject Index
• Sommario/riassunto: For all those preparing to teach or involved in further professional development it will provide an essential, accessible and readable companion to their course. Theories of learning are integrated with practical strategies for approaching a topic. Each of the following areas discussed: *active reading and using the library *referencing correctly *making notes and writing clearly *presenting your work orally *developing subject knowledge *using information and communications technology *continuing professional development *developing key relationships *partn