02818nam 2200625Ia 450 991082912810332120200520144314.01-134-88959-31-134-88960-71-280-32826-60-203-30870-00-203-13395-110.4324/9780203133958 (CKB)1000000000248584(EBL)165621(OCoLC)252792783(SSID)ssj0000291750(PQKBManifestationID)11223126(PQKBTitleCode)TC0000291750(PQKBWorkID)10254930(PQKB)10958878(MiAaPQ)EBC165621(Au-PeEL)EBL165621(CaPaEBR)ebr10058373(CaONFJC)MIL32826(EXLCZ)99100000000024858419930322d1994 uy 0engur|n|---|||||txtccrClassroom pedagogy and primary practice /David McNamara1st ed.London ;New York Routledge19941 online resource (176 p.)Description based upon print version of record.1-138-41130-2 0-415-08312-5 Includes bibliographical references (p. [146]-161) and index.Book Cover; Title; Contents; List of figures; Acknowledgements; Introduction; On teaching; On learning; The teacher's responsibility for learning; Relating teaching to children's aptitudes; Organising teaching to promote learning; Organising subject matter for learning; Pedagogy in practice: the case of subtraction; Teachers' pedagogic expertise; The professional authority of the teacher; Notes and references; IndexIn this provocative book, David McNamara argues that a `teacher-centred' approch to teaching in the primary school, especially in the later years is actually in the best interests of the children - that the teacher must be seen to have ultimate responsibility for what and how children learn. He attempts to define the distinctive professional expertise of the primary teacher - the application of subject knowledge within the special circumstances of the classroom - and to show how this expertise can be articulated to establish a body of educational knowledge which is both derived from practice aElementary school teachingGreat BritainClassroom managementGreat BritainElementary school teachingClassroom management372.13McNamara David942541MiAaPQMiAaPQMiAaPQBOOK9910829128103321Classroom pedagogy and primary practice4099945UNINA