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The Leverhulme Primary Project reported here provides for the first time evidence on what is actually happening in teacher education today and on how novice teachers learn their craft. The book looks in detail at the experience of all the student teachers on one post graduate primary teacher training course and of those responsible for them in their university and in schools. It tracks them as they work to acquire the appropriate subject and pedagogical knowledge and as their own beliefs about teaching develop during the course. A final section follows some of the students through their fist year as qualified teachers. Teacher education is going through a peiod of radical change and more peole than ever before now have some responsibility, whether in higher education or in school for the training of teachers. None of them can afford to ignore the fresh insights into how teachers are made contained in this book.
Chapter 1: Knowledge bases for learning to teach - Neville Bennett, Chapter 2: Performance in subject matter knowledge in science - Clive Carre Chapter 3: Performance in subject matter knowledge in mathematics - Clive Carre and Paul Ernest, Chapter 4: Student teacher's knowledge and beliefs about language - David Wray, Chapter 5: General beliefs about teaching and learning - Elisabeth Dunne, Chapter 6: Course influences on student-teacher learning - Elisabeth Dunne, Chapter 7: Theory into practice - Elisabeth Dunne, Chapter 8: The purpose and impact of school based work: the supervisor's role - Richard Dunne and Elisabeth Dunne, Chapter 9: The purpose and impact of school-based work: the class-teacher's role - Elisabeth Dunne, Chapter 10: Subject matter knowledge and teaching performance - Neville Bennett and Rosemary Turner-Bissett, Chapter 11: Case studies in learning to teach - Neville Bennett and Rosemary Turner-Bissett, Chapter 12: The first year of teaching - Clive Carre , Chapter 13: Learning to teach - Neville Bennett, Clive Carre and Elisabeth Dunne.
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- ID: 9780415083102
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