Über die Autorinnen und Autoren

Cathy Burnett worked as an actor-teacher, primary teacher and literacy consultant before taking on her current role as a reader in the department of teacher education at Sheffield Hallam University. She has been involved in supporting the initial and continuing development of teachers for many years and has published a wide range of book chapters and journal articles with a particular focus on literacy education, new technologies and becoming a teacher. She is particularly interested in investigating classroom practices and in understanding the connections between learning in and out of school.

David Owen taught in primary, secondary and residential environmental education settings before working at Sheffield Hallam University as a teacher educator. He led the primary and early years programme at SHU for seven years before taking up his current role as Deputy Head of the Teacher Education Department. His research has focused on geographical education, e-learning and teacher education course development.

Andrew Hobson is a research professor at Sheffield Hallam University. His research is concerned with the experiences of and support for the professional learning and development of teachers, especially trainee, newly and recently qualified teachers. He has particular interests in teacher mentoring and well-being, and he is editor of the International Journal of Mentoring and Coaching in Education. Andy supervises research students in this field, in which he has published widely and led several research and evaluation projects.

Cathy Burnett worked as an actor-teacher, primary teacher and literacy consultant before taking on her current role as a reader in the department of teacher education at Sheffield Hallam University. She has been involved in supporting the initial and continuing development of teachers for many years and has published a wide range of book chapters and journal articles with a particular focus on literacy education, new technologies and becoming a teacher. She is particularly interested in investigating classroom practices and in understanding the connections between learning in and out of school.

David Owen taught in primary, secondary and residential environmental education settings before working at Sheffield Hallam University as a teacher educator. He led the primary and early years programme at SHU for seven years before taking up his current role as Deputy Head of the Teacher Education Department. His research has focused on geographical education, e-learning and teacher education course development.

Andrew Hobson is a research professor at Sheffield Hallam University. His research is concerned with the experiences of and support for the professional learning and development of teachers, especially trainee, newly and recently qualified teachers. He has particular interests in teacher mentoring and well-being, and he is editor of the International Journal of Mentoring and Coaching in Education. Andy supervises research students in this field, in which he has published widely and led several research and evaluation projects.

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Getting into Primary Teaching

Critical Publishing Ltd

Contents

Meet the editors, 
Meet the authors, 
Series editor's introduction Andrew J Hobson, 
Acknowledgements, 
1. Introduction David Owen, 
2. Why teach? Cathy Burnett, 
3. Preparing to apply for a teacher preparation programme David Owen, 
4. Learning to be a teacher David Owen, 
5. Developing subject knowledge in English Karen Daniels and Julia Myers, 
6. Developing subject knowledge in mathematics Adrian Fearn, 
7. Organising the curriculum for learning Sarah Williams, 
8. Learning to learn Jane Bartholomew, 
9. Meeting the needs of all learners Janet Goepel and Naomi Cooper, 
10. Conclusion David Owen, 
Index,