Learning to Teach in the Primary Classroom
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A01=Anne Proctor
A01=Brenda Judge
A01=Margaret Entwistle
A01=Sandy McKenzie-Murdoch
assessment
Assessment Indicators
Author_Anne Proctor
Author_Brenda Judge
Author_Margaret Entwistle
Author_Sandy McKenzie-Murdoch
Bird's Eye
Category=JNLB
Category=JNMT
Category=JNT
Child's Achievements
Child's Eye View
childrens
Child’s Achievements
Child’s Eye View
Classroom Layout
classroom management theory
Continuing Unit
Core National Curriculum Subjects
curriculum
DFE
Differentiated Group Work
Edge Hill College
educational policy analysis
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
evidence-based primary teaching methods
formative assessment techniques
identified
Identified Learning Objectives
indicators
instructional planning strategies
Ipsative Assessment
key
Learning Cycle
Learning Session
Medium Term Planning
national
objectives
primary education pedagogy
Professional Development
Profile Dimensions
Schoolteacher Appraisal
Secretary Of State
session
Spontaneous Observation
stage
Standardised Attainment Test
Student Teacher Colleagues
teacher self-reflection
TGAT Report
Vice Versa
Y2 Class
Product details
- ISBN 9781138146303
- Weight: 453g
- Dimensions: 189 x 246mm
- Publication Date: 11 May 2016
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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This text is specially designed to support student teachers in the school based element of their course. It provides accessible guidance, backed by numerous classroom examples, on the essential knowledge and skills needed to teach effectively. The chapters cover:
* Classroom organisation
* Planning for children's learning
* Teaching strategies
* Assessment, recording and reporting
* Self-appraisal
Each section contains information in concise and practical form. For students wishing to explore subjects in more depth, supplementary material at the end of the chapters includes analysis of curriculum and policy documents, case studies, suggestions for further reading and activities to try out in the classroom. Throughout, novice teachers are encouraged to think about how the basic skills fit together in their professional development and determine the sort of teacher that they will eventually be.
Anne Proctor is Principal Lecturer at Edge Hill College of Higher Education, with responsibility for the management of programmes for people preparing to teach in the Upper Primary age phase. Her particular interest is understanding the most effective ways of defining the roles of teachers and tutors in the professional preparation of student teachers. She recently completed a PhD in which she explored cooperation between teachers and tutors in the supervision of student teachers in school. The outcomes of the series of studies have been applied to the development of courses in teacher education/training and the development of mentor training programmes for teacher mentors., Margaret Entwistle trained for secondary teaching and spent fifteen years in primary classrooms. She is now a tutor in the School of Teacher Education at Edge Hill College of Higher Education. Her present interests lie in exploring ways in which student teachers develop and learn and she has recently been involved with a Profile of Professional Development to help student teachers monitor their own professional development., Brenda Judge has been headteacher of a large inner-city primary school for eight years and a primary teacher member of the Manchester Education Committee for three years. She is the initiator and co-author of 40,000Minority and Primary Majority, two booklets which prompted the establishment of primary headteacher groups across England and Wales and highlighted the inequalities of provision for primary-aged children., Sandy McKenzie-Murdoch began her career as a primary school teacher where she became acu
