Beginning teachers : reviewing disastrous lessons / / edited by Michael Crowhurst, School of Education, RMIT University, Australia

• Pubblicazione: Rotterdam, The Netherlands : , : Sense Publishers, , [2015]; ©2015
• Edizione: 1st ed. 2015.
• Descrizione fisica: 1 online resource (118 p.)
• Disciplina: 370
• Soggetto topico: First year teachers - Training of; Lesson planning
• Persona (resp. second.): CrowhurstMichael
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Preliminary Material / Michael Crowhurst -- Beginning Teachers Reviewing Disastrous Lessons / Michael Crowhurst -- A Different Reality Check / Natalie Vallender -- A Disaster – ‘Working’ on Our Assessment Task 7C Egypt / Kylie Poppins -- Sideline One – Double Thematic Analysis / Michael Crowhurst -- The Class that Didn’t Quite Work / Tim Miller -- English Exam Prep / Seetha Ravimandalam -- Sideline Two – Performativity as Analysis / Michael Crowhurst -- VCAL / Amy James -- Success? Debatable / Tim Donovan -- Critical Refl ection on James Paul Gee / Luke Panaccio -- What to Teach When You’re Not Wearing Black / Carly Phillips -- Sideline – Autoethnographic Analysis / Michael Crowhurst -- The Black Hole / Charlie Parkes -- Reflecting on Curriculum Design / Mia Wotherspoon -- The Lesson from Hell / Catherine Vallence -- Davis, Sumara and Luce-Kapler’s Engaging Minds / Mia Wotherspoon -- Limitations and Possibilities – A Fine Line between Success and Chaos / Emma Agius -- Sideline – Assemblage as Analysis / Michael Crowhurst -- Carteret Islands Disastrous Lesson / Lisa Eldridge -- Relevance and Connection – My Disastrous Lesson / Ben Anderson -- Conclusion / Michael Crowhurst -- About the Contributors / Michael Crowhurst.
• Sommario/riassunto: In this collection of narratives, beginning teachers describe and reflect on critical incidents – classes that didn't quite go to plan. These experiences are recalled in a general way and all names and locations are fictionalized. Each narrative, while situated in a classroom, focuses on the experience of the teacher/author and sheds light on their thinking as they work through the complex event they are remembering. Beginning teachers then imagine how they might approach a similar situation in the future. While developing reflective practice techniques can support and enhance individual practice when these accounts are shared with others there is some scope for enhancing educative experiences generally. There is a long tradition of reflective practice writing in education, and this small workbook aims to make a contribution to this genre. Each reflective practitioner narrative is followed with an invitation to discussion section and periodically through the workbook sideline methodologies are introduced that readers can use to support further analysis. The beginning teacher narratives are authentic, complex and alive and as a consequence they will generate lively discussion in tutorial spaces with beginning teachers. The materials are informed by various strands of poststructural and critical theory and therefore they are intended to reflect a dialogic stance – rather than signpost specific directions.
• Titolo autorizzato: Beginning teachers
• ISBN: 94-6300-073-9
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910460388703321
• Lo trovi qui: Univ. Federico II