03429oam 2200577I 450 991078387560332120230906085258.00-7248-1197-41-134-88966-61-134-88967-41-280-33587-40-203-30871-90-203-13690-X10.4324/9780203136904(CKB)1000000000251411(EBL)169118(OCoLC)252807970(OCoLC)607676681(SSID)ssj0000301532(PQKBManifestationID)11947524(PQKBTitleCode)TC0000301532(PQKBWorkID)10263218(PQKB)11644657(MiAaPQ)EBC169118(EXLCZ)99100000000025141120180331d1993 uy 0engtxtccrLearning to teach workshops on instruction : a project of the Learning to Teach Task ForceChicago :Bibliographic Instruction Section, Association of College and Research Libraries, American Library Association,1993.1 online resource (257 p.)Description based upon print version of record.Includes bibliographical references and index.Book Cover; Title; Contents; List of figures and tables; Foreword; Acknowledgements; Knowledge bases for learning to teach Neville Bennett; Performance in subject-matter knowledge in science Clive Carre; Performance in subject-matter knowledge in mathematics Clive Carre and Paul Ernest; Student-teachers' knowledge and beliefs about language David Wray; General beliefs about teaching and learning Elisabeth Dunne; Learning to teach; the impact of curriculum courses Elisabeth Dunne; Theory into practice Elisabeth DunneThe purpose and impact of school-based work: the supervisor's role Richard Dunne and Elisabeth DunneThe purpose and impact of school-based work: the classteacher's role Elisabeth Dunne and Richard Dunne; Knowledge bases and teaching performance Neville Bennett and Rosemary Turner-Bisset; Case studies in learning to teach Neville Bennett and Rosemary Turner-Bisset; The first year of teaching Clive Carre; Learning to teach Neville Bennett, Clive Carre and Elisabeth Dunne; Appendix; References; IndexThe Leverhulme Primary Project reported here provides for the first time evidence on what is actually happening in teacher education today and on how novice teachers learn their craft. The book looks in detail at the experience of all the student teachers on one post graduate primary teacher training course and of those responsible for them in their university and in schools. It tracks them as they work to acquire the appropriate subject and pedagogical knowledge and as their own beliefs about teaching develop during the course. A final section follows some of the students through their fist yTeachersTraining ofGreat BritainTeachersTraining ofUnited StatesTeachersTraining ofTeachersTraining of370.7370.710941Association of College and Research Libraries.Bibliographic Instruction Section.FlBoTFGFlBoTFGBOOK9910783875603321Learning to teach3745361UNINA