Becoming a Teacher: Issues in Secondary Education

Issues in Secondary Teaching
4. Auflage 2011
ISBN: 978-0-335-24237-5
Verlag: Open University Press

Buch, Englisch, 416 Seiten, Format (B × H): 68 mm x 95 mm, Gewicht: 2 g

"This book will give the next generation of teachers the best possible kick-start to their career available. There is a critical examination of theory and practice in all of those key areas which have occupied educationalists. I would have no hesitation in recommending this book to trainee teachers considering a career in secondary schools or to well established professionals who want to reflect on current practice."
Alban O’ Brien, Key Stage 2/3 English Course Leader, Edge Hill University, UK.If you are embarking on a career in teaching and the prospect of influencing the future through your work with young people is both exciting and daunting, then this book has been written for you.Teachers touch the lives of thousands of young people. They inspire and motivate young learners to reach their maximum potential, but in order to be able to do their jobs effectively, teachers need to understand the context within which they work and be able to reflect critically on what they do and why. The new edition of this bestselling book is revised and updated throughout and remains a unique and powerful combination of ideas, analysis, questions, answers and wisdom. While the book’s philosophy remains the same, there are new chapters on: - Thinking - Numeracy - School management and leadership - School effectiveness and improvement - Children’s views of schools and schooling The book provides an examination of the broader context in which education sits by addressing key issues and fundamental areas such as classroom management and learning and assessment. The authors provide information about roles and responsibilities in areas such as social and health education, information and communications technology, literacy, numeracy and special educational needs.Becoming a Teacher 4/e is inspiring reading for prospective, trainee and new teachers, tutors and mentors.

Autoren/Hrsg.

Dillon, Justin

Maguire, Meg

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Foreword to the fourth edition
IntroductionSection 1: First thoughtsDeveloping as a student teacher
On being a teacherSection 2: Policy, society and schoolingEducation policy and schooling
Ideology, evidence and the raising of standards
Values and schooling
School effectiveness and improvement
School management and leadership
Reforming teachers and their work
Growing teachers: Inspection, appraisal and the reflective practitioner
Social justice in schools: engaging with equality
Education, schools and citiesSection 3: Teaching and learningSocial pedagogy in the classroom: relating group work to the promoting of learning and thinking
Learning: theoretical perspectives that go beyond context
Call out the troops: classrooms, discipline and authority
Differentiation in theory and practice
Setting, streaming and mixed ability teaching
Making assessment work in the classroom
Aiming for inclusion: removing barriers and building bridges
English as an additional language: challenges of language and identity in themultilingual and multiethnic classroomSection 4: Across the curriculumChildren's views of schools and schooling
Literacy
Numeracy
Spiritual education
The importance of teachers and schools in health promotion
Education, the environment and sustainability
Information and communications technologies
14-19 Education: Broadening the horizons
Beyond the subject curriculum: The form tutor's role
What next? CPD and the whole schoolIndex

Über Autor(innen)

Dillon, Justin
Justin Dillon is Professor of Science and Environmental Education and Head of the Science and Technology Education Group at King's College London. He taught science in London schools for 10 years before joining King's in 1989. He has carried out research into children's ideas about science, science teachers' professional development needs and wants and learning beyond the classroom. He is President of the European Science Education Research Association and an editor of the International Journal of Science Education.

Maguire, Meg
Meg Maguire taught for many years in London schools, including a spell as a headteacher. She has a longstanding interest in the life and work of school-teachers, teacher education and with the challenges of inner-city schooling. Her publications include, Choice, Pathways and Transitions Post-16 (with Stephen Ball and Sheila Macrae, 2000) and The Urban Primary School (with Tim Wooldridge and Simon Pratt-Adams, 2006).

Justin Dillon is Professor of Science and Environmental Education at King’s College London, UK.Meg Maguire is Professor of Sociology of Education at King’s College London, UK.Contributors: Christopher Winch, Paul Black, Alan Cribb, Sharon Gewirtz, Bob Burstow, Gerard Lum, Pat Mahony, Louise Archer, Alex Manning, Peter Kutnick, Jill Hohenstein, Heather King, Jeremy Burke, Simon Coffey, Jeremy Hodgen, Chris Harrison, Chris Abbott, Roxy Harris, Constant Leung,Jenny Driscoll, Bethan Marshall,Mike Askew, Ann-Marie Brandom, Andrew Wright, Mike Poole, Peter Duncan, Melissa Glackin, Ian Stevenson, Simon Gibbons, Jane Jones, Philip Adey