Learning Teaching: Becoming an inspirational teacher - Softcover

Buch 11 von 44: Critical Teaching

Hymer, Barry; Boyd, Pete; Lockney, Karen

 
9781909682450: Learning Teaching: Becoming an inspirational teacher
Softcover
ISBN 10: 1909682454 ISBN 13: 9781909682450
Verlag: Routledge, 2015

Inhaltsangabe

This essential and aspirational text is aimed at all beginning teachers whatever your training route, age phase and setting. It explicitly adopts and builds on a new metaphor for teachers' professional learning as interplay between the body of public knowledge and the practical wisdom of teachers within a particular school setting. It also accepts that 'telling' you how to teach is ineffective; you need to 'become a teacher' because it involves identity and practice. Inquiry-based critically reflective learning with a clear focus on the learning of pupils is proposed as the core strategy by which you can build your knowledge and skills to become an outstanding teacher.

Core topics, including planning, inclusion, teaching, assessment and professional development, are tackled in an accessible and refreshing way, using key research informed evidence. The focus is relentlessly on 'learning' rather than performance, in order to support you becoming an excellent professional teacher, rather than a competent technician, who makes a difference to learners, colleagues, schools and policy. Think of this book as a temporary or additional mentor, challenging you with different ways of thinking about learning and providing strategies to guide your professional learning.

“It takes 10 years or more to begin to be a brain surgeon, but sometimes we get 1-3 years at most before we are allowed to work with children’s brains as teachers. So we need inspirational teachers and this is the focus of this compact, powerful and insightful book. It is wonderfully designed around five of the most critical dilemmas in our classrooms: belief vs. ability; autonomy vs. compliance; abstract vs. concrete; feedback vs. praise; and collaboration vs. competition. The power of the book is that it illustrates the new move to focus on learning power – and such a focus permits every student to become smarter through effort and deep practice as they struggle with the high-challenge learning activities – in the presence of inspirational, impactful and passionate teachers. The perfect book for those who want to make most of their opportunity to enhance students’ brain power.”
John Hattie, Director, Melbourne Education Research Institute.

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Über die Autorin bzw. den Autor

Pete Boyd is a Reader in Professional Learning at the University of Cumbria. Pete teaches and supervises experienced school teachers on the MA in Education and supports teachers and lecturers in their educational practitioner research.

Barry Hymeris Professor of Psychology in Education at the University of Cumbria. He works as an educational consultant with experienced teachers in their schools as well as teaching and supervising teachers and lecturers in their educational practitioner research.

Karen Lockney is a senior lecturer at the University of Cumbria teaching on the Working with Children and Families degree programme, and supervising doctoral students in Education.

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Learning Teaching

Becoming an Inspirational Teacher

By Pete Boyd, Barry Hymer

Critical Publishing Ltd

Copyright © 2015 Pete Boyd, Barry Hymer and Karen Lockney
All rights reserved.
ISBN: 978-1-909682-45-0

Contents

People are talking about this book ..., 
Acknowledgements, 
Meet the authors, 
Endorsement, 
Chapter 1 Practical wisdom and public knowledge, 
Chapter 2 Belief versus ability, 
Chapter 3 Autonomy versus compliance, 
Chapter 4 Abstract versus concrete, 
Chapter 5 Feedback versus praise, 
Chapter 6 Collaboration versus competition, 
Chapter 7 Epilogue: getting it all together, 
Index,


CHAPTER 1

Practical wisdom and public knowledge


Brains are born, and minds are made; and one of the privileges of the teaching profession is to have an important part to play in the shaping of minds.

(Elliot W. Eisner, 1998, p 23)


Learning teaching

This book is not a straightforward 'how to teach' professional manual. It doesn't point you in the direction of current national directives or offer a teaching-by-numbers 'tips for teachers' guide. Nor does it offer any easy or quick route to professional competence and qualified teacher status. We believe there is merit in many of the publications for beginning teachers, offering sound advice based on established educational orthodoxies and would encourage you to engage reflectively with such texts.

This book, however, is more of an additional or advanced critical reader; it is aimed at beginning teachers but we hope it may also be of interest to more experienced practitioners. In writing the book we have made a few assumptions about your knowledge of the teaching basics. There is, after all, some consensus around the characteristics of well-planned, effective teaching: the value of being present at the start of a lesson to receive and greet your class as individuals and with respect, for instance, or the thoughtful development of intended learning outcomes as a useful step in lesson planning. We recognise too that it can be helpful to develop 'success criteria' and to share them with the learners so that they have a better idea of what success in the learning task will look like. It also goes without saying that following skilful introduction to a new idea, learners will benefit from guided practice, during which they receive feedback to help improve their work. And further independent practice is then important, especially when the learners have to apply new learning to solve problems within a different context.

We don't labour these and some other points, but this does not mean we disregard them. But even these educational verities are open to challenge: teaching is at least as much an art as a science, and art holds open the potential for disrupting orthodoxy, for exploring new perceptions and ways of doing things in pursuit of new truths that work for you – the teacher-artist. And in science too we hold to the notion of provisional truths, pending the rebuttal of established theory and the realisation of evidence for new hypotheses that you, the teacher-scientist, can continue to test, develop and improve.

As you are beginning to read this book we assume that you are interested in becoming an inspirational teacher, the kind of teacher that learners will remember. An inspirational teacher is one who captures a learner's imagination, challenging and moving that learner beyond 'schooling' and 'attainment' to enjoy a rich and lifelong engagement with learning. The inspirational teacher models enthu

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Verlag
Routledge
Erscheinungsdatum
2015
Sprache
Englisch
ISBN 10 
1909682454
ISBN 13 
9781909682450
Einband
Tapa blanda
Auflage
1
Anzahl der Seiten
160
Kontakt zum Hersteller
Nicht verfügbar
Verantwortliche Person
Nicht verfügbar