Moving from novice towards expert teacher

Twiselton, Samantha and Elton-Chalcraft, Sally ORCID: https://orcid.org/0000-0002-3064-7249 (2018) Moving from novice towards expert teacher. In: Cremin, Teresa and Burnett, Cathy, (eds.) Learning to teach in the primary school, 4th edition. Learning to Teach in the Primary School Series . Routledge (Taylor & Francis), Abingdon, UK. Item availability may be restricted.

PDF - Accepted Version Restricted to Repository staff only Available under License CC BY-NC Download (234kB) | Contact the author

Abstract

Good teaching makes a difference. Excellent teaching can transform lives (Alexander, 2010: 279). Such a responsibility can be quite daunting to anyone contemplating the skills that might be needed for effective primary teaching. This unit will look at the skills and knowledge required for you to be able to create and support successful learning experiences that, ultimately, could transform lives. What you decide to do in the classroom can have a profound influence on the children you work with. In this unit, we unpack factors you need to consider when you plan for the children’s learning to help you move faster on your journey from novice towards becoming an expert teacher. Objectives: By the end of this unit, you should be beginning to: understand that excellent teaching involves being aware of the underlying factors that underpin learning objectives (e.g.organisation of the curriculum; concepts of knowledge; a child’s background, prior learning, aptitude etc.); understand how knowledge is organized (connections); develop strategies to help your own decision-making in the classroom (creativity and knowledge, problem analysis).

Item Type:	Book Section
Publisher:	Routledge (Taylor & Francis)
ISBN:	9781138211063
Departments:	Academic Departments > Institute of Education (IOE) > Primary PGCE
Additional Information:	Section 2.3. within book.
Depositing User:	Anna Lupton
Date Deposited:	31 Oct 2017 14:36
Last Modified:	12 Jan 2024 19:31
URI:	https://insight.cumbria.ac.uk/id/eprint/3366