Achieving Competence, Success and Excellence in Teaching
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A01=Mark Brundrett
A01=Peter Silcock
Author_Mark Brundrett
Author_Peter Silcock
Bluepr Int
Category=JBS
Category=JNF
Category=JNMT
Category=JNT
Category=JP
change
classroom observation criteria
co-constructive
Co-constructive Teaching
conceptual
Conceptual Change
Cr Iter Ia
curriculum
educational inspection
Effectiveness Researchers
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
excellent
Excellent Teaching
exper
Follow
formative assessment
Galton
HMI Report
iences
instructional models
Int
learner engagement
Learning Transfer
national
National Curricular
Overburden
partnership
Partnership Teaching
pedagogical strategies
Professional Development
Quantity Surveyor
Reflective Practice
School College Partnerships
School Effectiveness
School Effectiveness Research
Str
teacher evaluation
Teacher Training Agency
TTA
Vice Versa
welsh
Welsh National Curriculum
Product details
- ISBN 9780415240673
- Weight: 520g
- Dimensions: 138 x 216mm
- Publication Date: 17 Jan 2002
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Measuring the ability to teach is central to government policies to raise standards in schools. 'Successful teaching' is now measured through basic technical and personal skills in the context of the National Curriculum. Teachers are labelled successes or failures based on graded OFSTED inspections.
This thought-provoking book explains how different levels or qualities of teaching can be identified and achieved. It outlines the criteria for competent, successful and excellent educational practice, whilst suggesting ways of achieving the highest possible measure of excellence.
Uniquely, the authors separate the classical teaching approaches, teacher and pupil centred, from the more contemporary, partnership approaches. They look at a variety of models of successful and quality teaching and illustrate their virtues and limitations. The book also highlights ways in which inspection and appraisal strategies can be revised to meet criteria acceptable to both teachers and the groups to whom they are accountable.
