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xiii | |
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xvii | |
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xxi | |
| Acknowledgements |
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xxvii | |
| Introduction |
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1 | (6) |
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Developing your philosophy of teaching and learning |
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7 | (64) |
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9 | (15) |
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Your role in raising attainment and improving life chances |
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Your work in the classroom |
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Professional knowledge for teaching |
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Your personal subject construct |
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Managing the learning environment: a key part of your general pedagogic knowledge |
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Your digital profile: what image do you want to project? |
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1.2 Beginning teachers' roles and responsibilities |
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24 | (15) |
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The key players in the school and your ITE programme |
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Navigating your school placement |
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Community level: school locality |
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Organisational level: school organisation and culture |
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Interpersonal level: collaborative professional learning |
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Individual level: your professional learning journey |
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1.3 Developing your resilience: Managing stress, workload and time |
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39 | (15) |
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Signs that current levels of resilience are not up to current demands |
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Preventing, managing and coping with stress |
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Managing your time and workload |
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1.4 Using digital technologies for professional practice |
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54 | (17) |
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Understanding the relevance of digital technologies for you and your pupils |
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Plan to teach using digital technology resources to enhance the pupil learning experience |
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The potential of online learning |
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As a teacher, what do I need to know regarding digital technologies? |
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The relevance of digital technologies for you and your pupils |
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Using an appropriate framework for auditing your knowledge and understanding of digital technologies |
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Understanding your role and responsibility in promoting online safety for both yourself and the pupils you teach |
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Being part of world-wide digital community |
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71 | (62) |
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2.1 Reading classrooms: How to maximise learning from classroom observation |
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73 | (19) |
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Preparing to observe: some general points |
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Who should you be observing and why? |
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How lessons begin and end |
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The structure of a lesson and transitions |
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Teacher talk and oral feedback |
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Pupil talk and interaction |
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Observing management of pupils and encouraging learning behaviours that maximise learning |
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Observing assessment for learning |
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How does the teacher use learning resources and aids during the lesson? |
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Subject content-focused observation |
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Using video to support lesson observation |
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Collaborative teaching as a form of observation |
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2.2 Schemes of learning, units of learning and lesson planning |
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92 | (14) |
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Planning what to teach and how to teach it |
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Schemes of learning, units of learning and lesson plans |
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Planning parts of a lesson |
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23 Taking responsibility for the whole class |
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106 | (15) |
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Personal - being the teacher |
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Interpersonal relationships |
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Relationships in the classroom |
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Expectations of and for learning |
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Subject knowledge and pedagogy |
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2.4 Working effectively with your mentor |
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121 | (12) |
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What you can expect from your mentor |
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The mentor's expectations of you |
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Understanding how you can contribute fully to the development of an effective mentor-mentee relationship |
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Engaging in effective professional dialogue Concerns about progress |
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When issues occur between the mentor and mentee |
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3 Classroom Interactions And Managing Pupils |
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133 | (72) |
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3.1 Communicating with pupils |
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135 | (17) |
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Types of verbal communication |
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Computer-mediated communication |
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152 | (19) |
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Applying theories of motivation to your teaching |
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Influencing the motivational climate in the classroom |
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Strategies to facilitate personal achievement (success) |
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3.3 Managing classroom behaviour: Adopting a positive approach |
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171 | (19) |
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Whole-school behaviour policy |
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What is unacceptable behaviour? |
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Scoping the causal factors |
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Key principles of a behaviour for learning approach |
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Getting the simple things right! |
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Rights, responsibilities, routines and rules |
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3.4 Conceptualising and theorising primary-secondary transitions |
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190 | (15) |
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Conceptualisation of primary-secondary transitions Successful transitions |
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Discourse around primary-secondary transitions Theorisation of transitions |
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Impact of primary-secondary school transitions on educational and wellbeing outcomes Planning and preparation for primary-secondary transitions |
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Factors having an impact on pupils' transition experiences What seems to work for pupils? |
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4 Meeting Individual Differences |
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205 | (86) |
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4.1 Pupil grouping, progression and adaptive teaching |
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207 | (15) |
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Grouping pupils across the school |
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Progression and adaptation |
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4.2 Adolescence, health and wellbeing |
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222 | (13) |
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About growth and development |
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Diet, health and wellbeing |
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4.3 Cognitive development |
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235 | (16) |
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Differences between pupils |
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Developing cognitive abilities |
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Measuring cognitive development and intelligence tests |
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4.4 Responding to diversity |
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251 | (16) |
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A history of diversity in the UK |
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Inclusion and educational equity |
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English as an additional language |
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School policy and classroom practice |
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Responding to diversity in the classroom |
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4.5 Values education: Discussion and deliberation |
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267 | (11) |
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Ethical deliberation through discussion |
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4.6 An introduction to inclusion, special educational needs and disability |
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278 | (13) |
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Historical context to policies and statutory frameworks |
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Thinking, feeling, believing in inclusive education |
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Developing knowledge and communities of support |
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Social, emotional and mental health |
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Sensory and/or physical needs |
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Developing communities of support |
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291 | (128) |
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293 | (16) |
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The influence of psychological research on education |
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Cognitive developmental theory |
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Metacognition/self-regulation |
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Social constructivist theory |
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Information processing theory (IP theory) |
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Learning (or thinking) styles |
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309 | (18) |
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What do we mean by `learning'? |
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Case studies: two pupils learning mathematics |
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Defining active learning and experiential learning |
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Lifelong learning: the 4 Rs - resilience, resourcefulness, reflectiveness and reciprocity |
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Active learning in the classroom: aids to recall and understanding |
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Interdisciplinary learning and rich tasks |
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Directed activities related to text (DART) and pupil presentations |
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Lesson planning for active learning |
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Digital technology and flipped learning |
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Developing pupils' higher-order thinking skills |
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327 | (14) |
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Developing a repertoire of teaching styles |
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Information processing models and teaching styles |
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Personalised learning and independent learners |
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Pedagogy and teaching styles |
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5.4 Improving your teaching: An introduction to practitioner research, reflective practice and evidence-informed practice |
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341 | (14) |
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Reflective practice and evidence-informed practice |
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Processes of reflective practice and practitioner research |
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Research techniques for use in the classroom |
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Creative research methods |
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Analysing evidence about teaching and learning |
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5.5 Closing the achievement gap: Self-regulation and personalising learning |
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355 | (12) |
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Closing the achievement gap |
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Raising achievement for all pupils through self-regulation and personalised learning |
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Teaching for self-regulation |
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What is meant by personalising learning? |
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The principles and practices of personalising learning |
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Classroom approaches: teaching/pedagogical strategies |
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5.6 Educational neuroscience: Classroom practice and the brain |
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367 | (13) |
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Brain plasticity and learning |
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The science of learning and the reflective practitioner |
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5.7 Developing critical thinking |
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380 | (14) |
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Fruits of the tree: creating a critical disposition in your pupils |
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5.8 Creating a language-rich classroom |
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394 | (11) |
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Understanding the role of language in learning |
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Dialogic talk for learning |
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DART-directed activities related to text |
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5.9 Pedagogy: The science, craft and performance of teaching |
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405 | (14) |
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What is pedagogical knowledge? |
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Developing your pedagogical knowledge |
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Pedagogical tools and your options |
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Blended learning approaches |
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Pedagogy and the purposes of education |
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419 | (44) |
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6.1 Developing formative assessment practice for high-impact teaching |
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421 | (17) |
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Formative assessment strategies |
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6.2 External assessment and examinations |
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438 | (12) |
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The framework of external assessment in secondary schools |
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Teaching externally assessed courses |
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The effects of the Covid-19 pandemic on externally assessed examinations |
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6.3 Using assessment data effectively: Making better decisions for teaching and learning |
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450 | (13) |
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Understanding the quality of assessment data |
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Enhancing the quality of assessment data |
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Enhancing formative assessment practice to elicit high-quality data |
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7 The School, Curriculum And Society |
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463 | (24) |
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465 | (12) |
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The social and political context of aims |
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Thinking further about aims |
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Comparing and justifying aims |
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Societal and individual aims |
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7.2 The secondary school curriculum |
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477 | (10) |
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The curriculum content: who decides? |
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Teachers as curriculum makers |
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The following four units are available on the companion website and can be found at www.routledgetextbooks.com/textbooks/9781032062297 |
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7.3 Secondary schools in England: Governance, policy and curriculum |
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Types of secondary school |
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Setting the scene: education and the state |
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The education legacy of Margaret Thatcher |
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The Blair years (1997-2010) |
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A new era of change in education: innovation and experimentation or fragmentation? |
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The drawing back of the state and the politicisation of education |
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7.4 Secondary schools in Northern Ireland: Governance, policy and curriculum |
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The `distinctive' nature of Northern Ireland education |
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School curriculum in Northern Ireland |
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Initial teacher education in Northern Ireland |
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The teaching profession in Northern Ireland |
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The future of education in Northern Ireland |
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7.5 Secondary schools in Scotland: The policy landscape and drivers of school reform |
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Key features of the Scottish education system |
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The nature of Scottish education |
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The structure and governance of education in Scotland |
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School curriculum and assessment |
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The teaching profession in Scotland |
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The future of Scottish education |
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7.6 Secondary schools in Wales: Governance, policy and curriculum |
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The changing National Curriculum in Wales |
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Key bodies relating to education and training |
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Initial teacher education (ITE) in Wales |
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8 Your Professional Development |
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487 | (50) |
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8.1 Getting your first post |
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489 | (17) |
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Deciding where, and in what type of school, you want to teach |
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Looking for suitable vacancies |
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Start searching - where to look? |
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Check your online professional identity |
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Selecting a post that interests you |
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Teaching a lesson as part of the interview |
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If you are not offered a post |
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8.2 Developing further as a teacher |
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506 | (12) |
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Becoming a `professional' |
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Developing a teacher identity |
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Developing professional judgement |
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Professional learning within a school community |
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The impacts of school cultures on professional learning |
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518 | (19) |
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Accountabilities governing schools and teachers |
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Moral and ethical accountability |
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The State and its agencies: legal and regulatory accountability |
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Employer and contractual accountability |
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Aspects of Accountability in England |
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Education and Accountability in Northern Ireland |
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Education and accountability in Scotland |
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The accountability context in Wales |
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537 | (4) |
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What values will you pass on? |
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| Appendix 1 Glossary of terms |
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541 | (10) |
| Appendix 2 Subject associations and teaching councils |
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551 | (3) |
| Appendix 3 Useful websites |
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554 | (8) |
| Appendix 4 Guidance for writing (web-based unit): Appendix 4 is on the companion website and can be found at www.routledgetextbooks.com/textbooks/9781032062297 |
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| References |
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562 | (41) |
| Author Index |
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603 | (10) |
| Subject Index |
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613 | |
Lisainfo e-raamatute kohta