Learning to teach in the secondary school : a companion to school experience / edited by Susan Capel, Marilyn Leask and Sarah Younie
- Abingdon, Oxon ; New York, NY : Routledge, 2016.
- Copyright Date:
- Seventh edition.
- Physical Description:
- xxvi, 658 pages ; 25 cm.
- Additional Creators:
- Capel, Susan Anne, 1953-
- Learning to teach subjects in the secondary school series
- Machine generated contents note: Developing your philosophy of teaching and learning -- How to use this book -- 1.Becoming A Teacher -- 1.1.What do teachers do? / Marilyn Leask -- Teachers as individuals: your values and ethics -- Your role as a teacher -- Teacher language -- The work in the classroom: the tip of the iceberg -- Professional knowledge for teaching -- Managing the learning environment: a key part of your general pedagogic knowledge (GPK) -- Classroom rights and responsibilities -- Your professional profile: what image do you want to project? -- 1.2.Student teachers' roles and responsibilities / Rob Toplis -- Preparing for school experience -- During school experience: work with other staff and pupils in school -- Expectations, roles and responsibilities of school experience -- Teachers as professionals -- A model of student teacher development -- Beyond your ITE programme -- 1.3.Managing your time, workload and stress, and building your resilience / Susan Capel -- Managing your time and workload -- Preventing, managing and coping with stress -- Building your resilience -- 1.4.Using information and communications technology/digital technologies for professional purposes / Antony Stockford -- The relevance of ICT for you and your pupils -- Frameworks for auditing your knowledge and understanding -- Ideas and examples for embedding ICT learning in your subject -- Some core techniques when teaching using ICT in your subject -- Planning to teach using ICT resources -- 2.Beginning To Teach -- 2.1.Reading classrooms: how to maximise learning from classroom observation / Ana Redondo -- Preparing to observe: some general points -- Who should you be observing and why? -- What do classrooms look like? -- How lessons begin and end -- The structure of a lesson and transitions -- Teacher talk and oral feedback -- Pupil talk and interaction -- Observing pupil management and encouraging pupil behaviours that maximise learning -- Observing assessment for learning -- How does the teacher use learning resources and aids during the lesson? -- Subject content focused observation -- Using video to support lesson observation -- Collaborative teaching as a form of observation -- 2.2.Schemes of work, units of work and lesson planning / Angela Newton -- Planning what to teach and how to teach it -- Content of lessons -- Teaching strategies -- Schemes of work, units of work and lesson plans -- Planning parts of a lesson -- 2.3.Taking responsibility for the whole lesson / Clyde Redfern -- Persona: being the teacher -- Personal attributes -- Confidence -- Communication -- Interpersonal relationships -- Routines -- Classroom management -- Relationships in the classroom -- Expectations of and for learning -- Outcomes -- Planning -- Subject content knowledge and pedagogy -- Overview -- 3.Classroom Interactions And Managing Pupils -- 3.1.Communicating with pupils / Susan Capel -- Verbal communication -- Types of communication -- Non-verbal communication -- Presenting yourself effectively -- 3.2.Motivating pupils / Susan Capel -- What is motivation? -- Theories of motivation -- What motivates people? -- Some specific factors that influence pupils' motivation to learn -- Motivating individuals and the class as a whole -- 3.3.Managing classroom behaviour: adopting a positive approach / Philip Garner -- The current context: official advice and guidance -- What is unacceptable behaviour? -- Scoping the causal factors -- Key principles of a behaviour for learning approach -- Getting the simple things right! -- Rights, responsibilities, routines and rules -- Consequences -- 3.4.Primary-secondary transitions / Divya Jindal-Snape -- Conceptualisation of educational transition and its impact on planning and preparation -- Issues related to primary-secondary transitions -- Understanding transitions through theoretical perspectives -- Examples of planning and preparation for primary-secondary transition -- What seems to work for pupils? -- 4.Meeting Individual Differences -- 4.1.Pupil grouping, progression and differentiation / Alexandra Titchmarsh -- Grouping pupils across the school -- Progression and differentiation -- Case studies of pupils -- 4.2.Adolescence, health and well-being / Barbara Walsh -- About development and growth -- Diet, health and well-being -- Moving forward -- 4.3.Cognitive development / Paul Davies -- Differences between pupils -- Developing cognitive abilities -- Creative problem-solving -- Measuring cognitive development and intelligence tests -- 4.4.Responding to diversity / Stefanie Sullivan -- A history of diversity in the UK -- Equal opportunities and educational equity -- Gender -- Ethnicity -- Class -- School policy and classroom practice -- Responding to diversity in the classroom -- 4.5.Values education: discussion and deliberation / Ruth Heilbronn -- Values education -- Ethical deliberation through discussion -- 4.6.An introduction to inclusion, special educational needs and disability / Nick Peacey -- Definitions -- Defining SEN and disability -- Some background: the developing legislative framework -- The two-stage approach to meeting needs -- Additional staff in the classroom -- Records from transfer between schools -- The response of schools -- Helping pupils with SEND to learn -- Specific educational needs -- The four areas 1: communication and interaction -- The four areas 2: cognition and learning -- The four areas 3: social, emotional and mental health difficulties -- The four areas 4: sensory and/or physical needs -- Medical conditions -- 5.Helping Pupils Learn -- 5.1.Ways pupils learn / Diana Burton -- How ideas about teaching and learning interact -- Psychological perspectives on learning -- Cognitive developmental theory -- The influence of stage theory -- Metacognitive awareness -- Social constructivist theory -- Constructivism -- Information processing theory (IP theory), including rote learning -- Learning styles, strategies and approaches -- 5.2.Active learning / Michelle Lowe -- What do we mean by `learning'? -- What is active learning? -- Active learning, discovery learning and rote learning -- Active learning in the classroom: aids to recall and understanding -- Lesson planning for active learning -- Developing pupils' higher-order thinking skills -- 5.3.Teaching styles / Hazel Bryan -- Mosston and Ashworth's continuum of teaching styles -- Teaching style as an element of `constructive alignment' -- The relationship between skills, attitudes, concepts and knowledge (SACK) and teaching styles -- Pedagogy and teaching styles -- The `hidden' curriculum -- 5.4.Improving your teaching: an introduction to practitioner research, reflective practice and evidence-informed practice / Tony Liversidge -- Reflective practice and evidence-informed practice -- Processes of reflective practice and practitioner research -- Research techniques for use in the classroom -- Analysing evidence about teaching and learning -- 5.5.Closing the achievement gap: personalising learning / Carrie Winstanley -- Closing the achievement gap -- Raising achievement through self-regulation and personalised learning -- What is meant by personalising learning? -- The principles and practices of personalising learning -- Classroom approaches: teaching/pedagogical strategies -- Self-regulated learning -- Teaching for self-regulation -- 5.6.Neuroeducation: the emergence of the brain in education / Paul Howard-Jones -- Neuromyths to avoid -- Brain development and brain plasticity -- Brains, games and learning: pupil engagement -- 5.7.Developing critical thinking / Hazel Bryan -- The linden tree -- Architecture -- Icons -- The learning space -- Interactions -- Fruits of the tree: creating a critical disposition in your pupils -- 5.8.Creating a language-rich classroom / Debra Myhill -- Creating an interactive classroom -- Exploratory talk for learning -- Creating active readers -- DART: directed activities related to text -- Supporting writing -- 6.Assessment -- 6.1.Assessing pupil progress: what do we know about good practice? / Terry Haydn -- What is assessment for learning and why is it important? -- Understanding the vocabulary of assessment -- Context: assessment in uncertain and challenging times -- Common misconceptions and problems relating to assessment and learning -- How to make assessment useful -- 6.2.External assessment and examinations / Bernadette Youens -- Your own experience -- Types of assessment -- The framework of external assessment in secondary schools -- The purposes of external assessment -- Public accountability -- Validity and reliability -- Teaching externally assessed courses -- 7.The School, Curriculum And Society -- 7.1.Aims of education / Ruth Heilbronn -- The social and political context of aims -- Thinking about aims -- Recognising the diversity of aims -- Comparing and justifying aims -- Societal and individual aims -- Equal aims for everyone? -- 7.2.The school curriculum / Ruth Heilbronn -- The curriculum in general and within particular subjects -- The formal curriculum -- The informal curriculum and the hidden curriculum -- Curriculum as a selection from culture -- Relating curriculum to aims -- Relating curriculum subjects to wider aims -- 7.3.International education comparisons: understanding UK education in an international context / Matti Rautiainen -- International comparisons -- Education in Finland -- Considering the advantages and disadvantages of the Finnish model -- Internationalisation of classrooms -- Using Bourdieu's theory to analyse the complex relationships existing in multicultural classrooms -- The following three units are on the companion website and can be found at www.routledge.com/cw/capel -- 7.4.Secondary schools in Northern Ireland: governance, policy and curriculum / Colette Murphy -- The `distinctive' nature of education in Northern Ireland -- Northern Ireland Schools -- School curriculum in Northern Ireland --
Contents note continued: Initial teacher education in Northern Ireland -- The teaching profession in Northern Ireland -- The future of education in Northern Ireland -- 7.5.Secondary schools in Scotland: governance, policy and curriculum / Anna Beck -- The `distinctive' nature of Scottish education -- The structure and governance of education in Scotland -- The Scottish school curriculum -- The teaching profession in Scotland -- The future of Scottish education -- 7.6.Secondary schools in Wales: governance, policy and curriculum / Susan Capel -- National bodies related to education and training -- Schooling in Wales -- The National Curriculum in schools in Wales -- Qualifications -- The future of the curriculum -- Initial teacher education in Wales -- Review of ITE in Wales -- 8.Your Professional Development -- 8.1.Getting your first post / Susan Capel -- Consider why you want to enter the teaching profession -- Deciding where, and in what type of school, you want to teach -- Looking for suitable vacancies -- Selecting a post that interests you -- Making an application -- Methods of application -- The interview -- Accepting a post -- If you are not offered a post -- 8.2.Developing further as a teacher / Jeanne Keay -- Developing further as a teacher -- Planning your professional development -- Transition into your first teaching post -- Professional development -- Teaching: a professional role -- 8.3.Accountability, contractual and statutory duties / Dawn Leslie -- Where do teachers fit within the education system? -- Accountability -- Legal duties and responsibilities -- Important legislation -- Contractual and statutory duties -- 9.And Finally / Andrew Green -- What values will you pass on?.
- A sound and practical introduction to the skills needed to qualify as a teacher, 'Learning to Teach in the Secondary School' is designed to help develop the qualities that lead to good practice and a successful future in education.
- 9781138787698 hardcover
9781315766232 electronic book
- Bibliography Note:
- Includes bibliographical references and indexes.
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