Buch, Englisch
ISBN: 978-0-335-23932-0
Verlag: Open University Press
"This is a timely book, enabling teachers to reflect critically upon their existing work-place practices, which have been so powerfully shaped by the target culture and the logic of performativity that has underpinned it for two decades. More importantly it will empower primary school teachers to play a more active role in effecting curriculum and pedagogical change in their schools and classrooms."
Professor John Elliot, School of Education, University of East Anglia, UK
This book encourages you to question the existing culture of schooling, its principles and practices. Current practices have been shaped and dominated by a target led and outcomes driven agenda. The book addresses some of the conflicts that arise in the demand for performance on the one hand and teachers' responsiveness to children and their learning on the other.
Sue Cox sets out to show how change might be based on clear understandings of how children learn and how teachers contribute to that learning. She does this by providing frameworks for change and shows how, from these perspectives, participation is key to children's learning. She then goes on to explore the implications for teachers working collaboratively with children in areas such as interaction, curriculum and assessment.
An underlying aim of the book is to provide the tools for teachers to develop a principled approach to what they do and how they think in order to challenge some entrenched practices and thinking.
This book provides thoughtful reading and promotes reflective thinking for primary teachers, teachers in training and researchers with insight into new ways of thinking about and developing primary education.
Cox
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Professor John Elliot, School of Education, University of East Anglia, UK
This book encourages you to question the existing culture of schooling, its principles and practices. Current practices have been shaped and dominated by a target led and outcomes driven agenda. The book addresses some of the conflicts that arise in the demand for performance on the one hand and teachers' responsiveness to children and their learning on the other.
Sue Cox sets out to show how change might be based on clear understandings of how children learn and how teachers contribute to that learning. She does this by providing frameworks for change and shows how, from these perspectives, participation is key to children's learning. She then goes on to explore the implications for teachers working collaboratively with children in areas such as interaction, curriculum and assessment.
An underlying aim of the book is to provide the tools for teachers to develop a principled approach to what they do and how they think in order to challenge some entrenched practices and thinking.
This book provides thoughtful reading and promotes reflective thinking for primary teachers, teachers in training and researchers with insight into new ways of thinking about and developing primary education.
Autoren/Hrsg.
Weitere Infos & Material
Chapter 1: Children as thinking learners
Chapter 2: Means and ends for learners and teachers
Chapter 3: Means for making meaning – the child’s sense of purpose
Chapter 4: Meaningful places for learning: the learning environment
Chapter 5: Interacting and communicating to learn
Chapter 6: Co-constructing the curriculum
Chapter 7: Communities for learning
Chapter 8: Learning and teaching for change
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