Learning to Teach
Regular price
€192.20
Aim
Category=JNLB
Category=JNLC
Category=JNMT
Class
classroom observation methods
curriculum
Curriculum Courses
early
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Follow
General Pedagogical Knowledge
group
Held
initial teacher training
Judgement
knowledge
Lesson Transcripts
Mathematical Subject Matter Knowledge
Maths Group
matter
national
National Curriculum
OK
pedagogical content knowledge
Pedagogical Reasoning
Post-lesson Interview
postgraduate teacher education research
Pre-and Post-test
Pre-and Post-test Results
Pre-and Posttest
Professional Development
school-based teacher preparation
science and mathematics education
Science Groups
Slightly
Strong
student
Student Teacher's Development
Student Teacher’s Development
subject
Subject Knowledge
Subject Matter Knowledge
Subjectmatter Knowledge
teacher belief development
teachers
years
Product details
- ISBN 9781138157088
- Weight: 453g
- Dimensions: 156 x 234mm
- Publication Date: 07 Dec 2016
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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The Leverhulme Primary Project reported here provides for the first time evidence on what is actually happening in teacher education today and on how novice teachers learn their craft. The book looks in detail at the experience of all the student teachers on one post graduate primary teacher training course and of those responsible for them in their university and in schools. It tracks them as they work to acquire the appropriate subject and pedagogical knowledge and as their own beliefs about teaching develop during the course. A final section follows some of the students through their fist year as qualified teachers. Teacher education is going through a peiod of radical change and more peole than ever before now have some responsibility, whether in higher education or in school for the training of teachers. None of them can afford to ignore the fresh insights into how teachers are made contained in this book.
Neville Bennett is Professor of Primary Education at the University of Exeter and co-director of the Leverhulme Primary Project. His publications include Teaching Styles and Pupil Progress (1976), The Quality of Pupil Learning Experiences (with Charles Desforges, Anne Cockburn and Betty Wilkinson, 1984), A Good Start? Four Year Olds in Infant School (with Joy Kell, 1989) and Talking and Learning in Groups (with Elisabeth Dunne; Routledge, 1990), part of the Leverhulme Primary Project Classroom Skills series of notebooks. Clive Carré is coordinator of the Leverhulme Primary Project and editor of the Leverhulme Primary Project Classroom Skills series. His publications include Language Teaching and Learning in Science (1981) and Visual Communication in Science: Learning through Sharing Images (with D. Barlex, 1985).
