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Getting into primary teaching / / edited by David Owen & Cathy Burnett
| Getting into primary teaching / / edited by David Owen & Cathy Burnett |
| Pubbl/distr/stampa | Northwich, [England] : , : Critical Publishing Ltd., , 2014 |
| Descrizione fisica | 1 online resource (198 p.) |
| Disciplina | 372.11024 |
| Collana | Critical Learning |
| Soggetto topico |
Elementary school teaching - Great Britain
Elementary school teaching - Vocational guidance - Great Britain |
| ISBN |
1-909682-27-6
1-909682-28-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half-title; Series information; Title page; Copyright information; Table of contents; Meet the editors; Meet the authors; Series editor's introduction; Acknowledgements; 1 Introduction; Structure and content of the book; 2 Why teach?; Introduction; What's involved in teaching?; Being professional; What will you teach?; Teaching as teamwork; Multi-agency working; Where might you teach?; The rewards and challenges of teaching; What next? Further career opportunities; Conclusion; 3 Preparing to apply for a teacher preparation programme; Introduction
What routes into teaching can you follow?Undergraduate teacher preparation courses; Postgraduate teacher education courses; School Direct; Overseas training programme; The assessment-only route to QTS; Finding out more about primary teaching: which route is right for you?; Gaining school experience; Learning from school experience; Writing a personal statement; Question 1; Question 2; Question 3; Question 4; Question 5; Evidencing subject knowledge in English and mathematics; Mathematics; English; Preparing for and taking the Professional Skills tests; The literacy skills test; Spelling PunctuationGrammar; Comprehension; The numeracy skills test; Audio (mental arithmetic); On-screen questions; Resilience and professionalism - psychometric tests; The application process; Individual and group interviews; Presentations; Conclusion; 4 Learning to be a teacher; Introduction; What is teaching?; What and who does a primary teacher teach?; Beliefs about teaching; Reflecting on teaching; Models of initial teacher preparation; Teachers' Standards; Part One: Teaching; A teacher must; TS1 Set high expectations which inspire, motivate and challenge pupils TS2 Promote good progress and outcomes by pupilsTS3 Demonstrate good subject and curriculum knowledge; TS4 Plan and teach well-structured lessons; TS5 Adapt teaching to respond to the strengths and needs of all pupils; TS6 Make accurate and productive use of assessment; TS7 Manage behaviour effectively to ensure a good and safe learning environment; TS8 Fulfil wider professional responsibilities; Part Two: Personal and Professional Conduct; Collecting evidence to meet the Standards; Responsibilities; The participant's responsibility; The class teacher's responsibility The mentor's responsibilityBeing assessed against the Teachers' Standards; Conclusion; 5 Developing subject knowledge in English; Introduction; Language and literacy in daily life; Acknowledging children's experiences of language and literacy; The curriculum for English; Speaking and listening; The teaching of reading; The use of children's literature; The teaching of early reading and phonics; The role of phonics in the teaching of early reading; The teaching of writing; Providing purposeful and motivating contexts for writing Digital technology and its influence on ways of reading and writing |
| Record Nr. | UNINA-9910786682003321 |
| Northwich, [England] : , : Critical Publishing Ltd., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Getting into primary teaching / / edited by David Owen & Cathy Burnett
| Getting into primary teaching / / edited by David Owen & Cathy Burnett |
| Pubbl/distr/stampa | Northwich, [England] : , : Critical Publishing Ltd., , 2014 |
| Descrizione fisica | 1 online resource (198 p.) |
| Disciplina | 372.11024 |
| Collana | Critical Learning |
| Soggetto topico |
Elementary school teaching - Great Britain
Elementary school teaching - Vocational guidance - Great Britain |
| ISBN |
1-909682-27-6
1-909682-28-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half-title; Series information; Title page; Copyright information; Table of contents; Meet the editors; Meet the authors; Series editor's introduction; Acknowledgements; 1 Introduction; Structure and content of the book; 2 Why teach?; Introduction; What's involved in teaching?; Being professional; What will you teach?; Teaching as teamwork; Multi-agency working; Where might you teach?; The rewards and challenges of teaching; What next? Further career opportunities; Conclusion; 3 Preparing to apply for a teacher preparation programme; Introduction
What routes into teaching can you follow?Undergraduate teacher preparation courses; Postgraduate teacher education courses; School Direct; Overseas training programme; The assessment-only route to QTS; Finding out more about primary teaching: which route is right for you?; Gaining school experience; Learning from school experience; Writing a personal statement; Question 1; Question 2; Question 3; Question 4; Question 5; Evidencing subject knowledge in English and mathematics; Mathematics; English; Preparing for and taking the Professional Skills tests; The literacy skills test; Spelling PunctuationGrammar; Comprehension; The numeracy skills test; Audio (mental arithmetic); On-screen questions; Resilience and professionalism - psychometric tests; The application process; Individual and group interviews; Presentations; Conclusion; 4 Learning to be a teacher; Introduction; What is teaching?; What and who does a primary teacher teach?; Beliefs about teaching; Reflecting on teaching; Models of initial teacher preparation; Teachers' Standards; Part One: Teaching; A teacher must; TS1 Set high expectations which inspire, motivate and challenge pupils TS2 Promote good progress and outcomes by pupilsTS3 Demonstrate good subject and curriculum knowledge; TS4 Plan and teach well-structured lessons; TS5 Adapt teaching to respond to the strengths and needs of all pupils; TS6 Make accurate and productive use of assessment; TS7 Manage behaviour effectively to ensure a good and safe learning environment; TS8 Fulfil wider professional responsibilities; Part Two: Personal and Professional Conduct; Collecting evidence to meet the Standards; Responsibilities; The participant's responsibility; The class teacher's responsibility The mentor's responsibilityBeing assessed against the Teachers' Standards; Conclusion; 5 Developing subject knowledge in English; Introduction; Language and literacy in daily life; Acknowledging children's experiences of language and literacy; The curriculum for English; Speaking and listening; The teaching of reading; The use of children's literature; The teaching of early reading and phonics; The role of phonics in the teaching of early reading; The teaching of writing; Providing purposeful and motivating contexts for writing Digital technology and its influence on ways of reading and writing |
| Record Nr. | UNINA-9910808884803321 |
| Northwich, [England] : , : Critical Publishing Ltd., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Inclusion in further education / / Lydia Spenceley
| Inclusion in further education / / Lydia Spenceley |
| Autore | Spenceley Lydia |
| Pubbl/distr/stampa | Northwich, [England] : , : Critical Publishing Ltd., , 2014 |
| Descrizione fisica | 1 online resource (142 p.) |
| Disciplina | 371.9046 |
| Collana | Further Education |
| Soggetto topico |
Inclusive education
Mainstreaming in education |
| ISBN |
1-909682-07-1
1-909682-08-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half-title; Series information; Title page; Copyright information; Table of contents; Meet the author; Meet the series editor; 1 Introduction; Inclusion and Further Education; The purpose of this book; The content of the chapters; Chapter 2: The shape (shifter) of inclusion; Chapter 3: Politics and policy; Chapter 4: New teachers - old ideas?; Chapter 5: Mainstream mayhem; Chapter 6: Label literacy; Chapter 7: NEETs and knots; Chapter 8: Special students; Chapter 9: The distraction of dyslexia; Conclusion; References; Websites; 2 The shape (shifter) of inclusion
Introduction: the meaning of the wordDictionary definitions; The impact of history on inclusion in education; The historical context: a timeline; Ignoring; Segregation; Integration; Inclusion; The example of women; Norms and normativity; The influence of social norms; Degrees of inclusion; Being inclusive; Becoming inclusive; Become inclusive; The importance of language in determining inclusion; The changing nature of the language of inclusion; Language and discourse; The discourse of deficiency; The discourse of normativity; The challenge of the discourse of social justice From 'needs' to 'rights'Inclusion and the role of the teacher; More questions than answers?; Conclusion; Taking it further; References; Websites; 3 Politics and policy; Introduction; The main political parties; The Labour Party; Socialist beliefs; Social democratic beliefs; The Liberal Democrats Party; The Conservative Party; Neoliberal beliefs; Neoconservative beliefs; The major influences affecting politics and policy; Post-war reconstruction (1945-mid-1950s); A more inclusive system?; The inter-party period (mid-1950s-1979); The position of Further Education The demand for a repositioning of Further EducationThe changing role of education as a tool for inclusion; The Conservative administration (1979-97); The 'business' of education; Vocationalism; Competition; Public accountability; The New Labour era; The 'Third Way'; 'Education, Education, Education'; The social justice agenda; Widening participation; New plans and old foundations; The increased role of Further Education in facilitating social inclusion; Legislation for inclusion; The Coalition; Conclusion; Taking it further; References; Websites; 4 New teachers - old ideas?; Introduction Key challenges for new teachersFocusing on the learning process; The advantages of group activity; Learning is not simply transfer of knowledge; Learning how to learn; The Pygmalion effect; Adult-to-adult communications; Developing student autonomy; Identifying what motivates students; Getting the best out of group work; Active learning; Encouraging peer interaction; Conclusion; Taking it further; References; Websites; 5 Mainstream mayhem; Introduction; Defining the role of the LSA in Further Education; The teacher's view; The LSA's view; The content and purpose of the role Models of support and the LSA role |
| Record Nr. | UNINA-9910786530803321 |
Spenceley Lydia
|
||
| Northwich, [England] : , : Critical Publishing Ltd., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Inclusion in further education / / Lydia Spenceley
| Inclusion in further education / / Lydia Spenceley |
| Autore | Spenceley Lydia |
| Pubbl/distr/stampa | Northwich, [England] : , : Critical Publishing Ltd., , 2014 |
| Descrizione fisica | 1 online resource (142 p.) |
| Disciplina | 371.9046 |
| Collana | Further Education |
| Soggetto topico |
Inclusive education
Mainstreaming in education |
| ISBN |
1-909682-07-1
1-909682-08-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half-title; Series information; Title page; Copyright information; Table of contents; Meet the author; Meet the series editor; 1 Introduction; Inclusion and Further Education; The purpose of this book; The content of the chapters; Chapter 2: The shape (shifter) of inclusion; Chapter 3: Politics and policy; Chapter 4: New teachers - old ideas?; Chapter 5: Mainstream mayhem; Chapter 6: Label literacy; Chapter 7: NEETs and knots; Chapter 8: Special students; Chapter 9: The distraction of dyslexia; Conclusion; References; Websites; 2 The shape (shifter) of inclusion
Introduction: the meaning of the wordDictionary definitions; The impact of history on inclusion in education; The historical context: a timeline; Ignoring; Segregation; Integration; Inclusion; The example of women; Norms and normativity; The influence of social norms; Degrees of inclusion; Being inclusive; Becoming inclusive; Become inclusive; The importance of language in determining inclusion; The changing nature of the language of inclusion; Language and discourse; The discourse of deficiency; The discourse of normativity; The challenge of the discourse of social justice From 'needs' to 'rights'Inclusion and the role of the teacher; More questions than answers?; Conclusion; Taking it further; References; Websites; 3 Politics and policy; Introduction; The main political parties; The Labour Party; Socialist beliefs; Social democratic beliefs; The Liberal Democrats Party; The Conservative Party; Neoliberal beliefs; Neoconservative beliefs; The major influences affecting politics and policy; Post-war reconstruction (1945-mid-1950s); A more inclusive system?; The inter-party period (mid-1950s-1979); The position of Further Education The demand for a repositioning of Further EducationThe changing role of education as a tool for inclusion; The Conservative administration (1979-97); The 'business' of education; Vocationalism; Competition; Public accountability; The New Labour era; The 'Third Way'; 'Education, Education, Education'; The social justice agenda; Widening participation; New plans and old foundations; The increased role of Further Education in facilitating social inclusion; Legislation for inclusion; The Coalition; Conclusion; Taking it further; References; Websites; 4 New teachers - old ideas?; Introduction Key challenges for new teachersFocusing on the learning process; The advantages of group activity; Learning is not simply transfer of knowledge; Learning how to learn; The Pygmalion effect; Adult-to-adult communications; Developing student autonomy; Identifying what motivates students; Getting the best out of group work; Active learning; Encouraging peer interaction; Conclusion; Taking it further; References; Websites; 5 Mainstream mayhem; Introduction; Defining the role of the LSA in Further Education; The teacher's view; The LSA's view; The content and purpose of the role Models of support and the LSA role |
| Record Nr. | UNINA-9910827643803321 |
|
Spenceley Lydia
|
||
| Northwich, [England] : , : Critical Publishing Ltd., , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Using digital video in initial teacher education / / John McCullagh
| Using digital video in initial teacher education / / John McCullagh |
| Autore | McCullagh John |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | St. Albans, AL : , : Critical Publishing Ltd., , 2021 |
| Descrizione fisica | 1 online resource (107 pages) |
| Disciplina | 370.711 |
| Collana | Critical Guides for Teacher Educators |
| Soggetto topico |
Teachers - Training of - Technological innovations
Television in education |
| ISBN |
1-913453-36-7
1-913453-35-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- About the series editor and author -- Foreword -- Chapter 1 | How can video support learning in initial teacher education? -- Chapter 2 | The role of video IN microteaching -- Chapter 3 | Using video to support classroom observation -- Chapter 4 | From passive to active learning: Interacting with video -- Chapter 5 | Using digital video to develop reflective practice -- Chapter 6 | Video and the assessment of classroom practice -- Chapter 7 | Theoretical perspectives on the value of using video in ITE -- Index. |
| Record Nr. | UNINA-9910794507103321 |
|
McCullagh John
|
||
| St. Albans, AL : , : Critical Publishing Ltd., , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Using digital video in initial teacher education / / John McCullagh
| Using digital video in initial teacher education / / John McCullagh |
| Autore | McCullagh John |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | St. Albans, AL : , : Critical Publishing Ltd., , 2021 |
| Descrizione fisica | 1 online resource (107 pages) |
| Disciplina | 370.711 |
| Collana | Critical Guides for Teacher Educators |
| Soggetto topico |
Teachers - Training of - Technological innovations
Television in education |
| ISBN |
1-913453-36-7
1-913453-35-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- About the series editor and author -- Foreword -- Chapter 1 | How can video support learning in initial teacher education? -- Chapter 2 | The role of video IN microteaching -- Chapter 3 | Using video to support classroom observation -- Chapter 4 | From passive to active learning: Interacting with video -- Chapter 5 | Using digital video to develop reflective practice -- Chapter 6 | Video and the assessment of classroom practice -- Chapter 7 | Theoretical perspectives on the value of using video in ITE -- Index. |
| Record Nr. | UNINA-9910815170203321 |
|
McCullagh John
|
||
| St. Albans, AL : , : Critical Publishing Ltd., , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
