Learning teaching: becoming an inspirational teacher

Boyd, Pete, Hymer, Barry and Lockney, Karen (2015) Learning teaching: becoming an inspirational teacher. Critical Publishing, St Albans, UK.

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Official URL: http://criticalpublishing.com/titles/teacher-train...

Abstract

This essential and aspirational text is aimed at all beginning teachers whatever your training route, age phase and setting. It explicitly adopts and builds on a new metaphor for teachers' professional learning as interplay between the body of public knowledge and the practical wisdom of teachers within a particular school setting. It also accepts that 'telling' you how to teach is ineffective; you need to 'become a teacher' because it involves identity and practice. Enquiry-based critically reflective learning with a clear focus on the learning of pupils is proposed as the core strategy by which you can build your knowledge and skills to become an outstanding teacher. Core topics, including planning, inclusion, teaching, assessment and professional development, are tackled in an accessible and refreshing way, using key research informed evidence. The focus is relentlessly on 'learning' rather than performance, in order to support you becoming an excellent professional teacher, rather than a competent technician, who makes a difference to learners, colleagues, schools and policy. Think of this book as a temporary or additional mentor, challenging you with different ways of thinking about learning and providing strategies to guide your professional learning.

Item Type: Book
Publisher: Critical Publishing
ISBN: 9781909682450
Departments: Faculty of Education, Arts and Business > Institute of Education > Non-Initial Teacher Education
Pre 2016 Departments: Research Institute for Professional Learning in Education
Additional Information: Publisher version of chapter one made available with kind permission from Critical Publishing.
Depositing User: Anna Lupton
Date Deposited: 05 Jan 2016 12:54
Last Modified: 10 May 2017 09:14
URI: http://insight.cumbria.ac.uk/id/eprint/1953

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