LEADER 03463oam 2200637I 450 001 9910969507103321 005 20251116202811.0 010 $a1-134-55079-0 010 $a1-134-55080-4 010 $a1-280-40271-7 010 $a0-203-21512-5 024 7 $a10.4324/9780203215128 035 $a(CKB)1000000000403122 035 $a(OCoLC)264525833 035 $a(CaPaEBR)ebrary10053586 035 $a(SSID)ssj0000375221 035 $a(PQKBManifestationID)11249762 035 $a(PQKBTitleCode)TC0000375221 035 $a(PQKBWorkID)10474434 035 $a(PQKB)10411331 035 $a(MiAaPQ)EBC169320 035 $a(Au-PeEL)EBL169320 035 $a(CaPaEBR)ebr10053586 035 $a(CaONFJC)MIL40271 035 $a(OCoLC)62367939 035 $a(OCoLC)50497137 035 $a(EXLCZ)991000000000403122 100 $a20180706d2002 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAchieving competence, success, and excellence in teaching /$fPeter Silcock and Mark Brundrett 205 $a1st ed. 210 1$aLondon ;$aNew York :$cRoutledgeFalmer,$d2002. 215 $a1 online resource (192 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a0-415-24067-0 311 08$a0-415-24068-9 320 $aIncludes bibliographical references and index. 327 $achapter 1 The study of teaching -- chapter 2 What is good teaching? First principles and counter-arguments -- chapter 3 Models of good practice 1: teacher-centred approaches -- chapter 4 Models of good practice 2: learner-centred approaches -- chapter 5 Models of good practice 3: partnership approaches -- chapter 6 Co-constructive teaching: a practical guide -- chapter 7 Achieving competence: the role of initial teacher education -- chapter 8 Achieving success: dealing with ?out of school? factors -- chapter 9 Achieving excellence -- chapter 10 The myths, mysteries and magic of good teaching. 330 $aMeasuring the ability to teach is central to government policies to raise standards in schools. 'Successful teaching' is now measured through basic technical and personal skills in the context of the National Curriculum. Teachers are labelled successes or failures based on graded OFSTED inspections. This thought-provoking book explains how different levels or qualities of teaching can be identified and achieved. It outlines the criteria for competent, successful and excellent educational practice, whilst suggesting ways of achieving the highest possible measure of excellence. Uniquely, the authors separate the classical teaching approaches, teacher and pupil centred, from the more contemporary, partnership approaches. They look at a variety of models of successful and quality teaching and illustrate their virtues and limitations. The book also highlights ways in which inspection and appraisal strategies can be revised to meet criteria acceptable to both teachers and the groups to whom they are accountable. 606 $aTeaching 606 $aTeaching teams 615 0$aTeaching. 615 0$aTeaching teams. 676 $a371.102 700 $aSilcock$b Peter$0928354 701 $aBrundrett$b Mark$01868841 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910969507103321 996 $aAchieving competence, success, and excellence in teaching$94476879 997 $aUNINA