Your Primary School-based Experience: A Guide to Outstanding Placements (Critical Teaching) - Softcover

Buch 10 von 44: Critical Teaching

Robinson, Catriona; Howard, Colin; Bingle, Branwen

 
9781910391136: Your Primary School-based Experience: A Guide to Outstanding Placements (Critical Teaching)
Softcover
ISBN 10: 1910391131 ISBN 13: 9781910391136
Verlag: Routledge, 2015

Inhaltsangabe

This book is an essential companion for all primary trainee teachers, whatever their training route. It focuses on the school-based experience and provides both practical strategies and opportunities for reflection, so trainees are challenged to critically evaluate their learning in order to improve attainment and ultimately succeed while in their school settings. The book reflects current educational policy and embraces key national priority areas including behaviour, inclusion and the teaching of phonics and early mathematics. Other chapters look at professional partnerships, planning and assessment, employability and, crucially, how to move from good to outstanding teaching. Case studies enliven the text and present a range of perspectives for consideration, while critical questions engage the reader and promote a deeper understanding of the text. This second edition of Primary School Placements has been fully revised throughout and in particular provides an increased focus on evidence-based practice and is referenced to the latest national curriculum.

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Über die Autorin bzw. den Autor

Branwen Bingle is a Senior Lecturer in primary Initial Teacher Education (ITE) at the University of Worcester. Always a committed mentor of students in the classroom, Branwen moved from primary teaching into ITE in 2008. She has been a supply teacher and support assistant for Service Children’s Education; a basic skills tutor working with adults in the military; a private day nursery teacher working with 3 & 4 year olds; a Secondary English teacher working across KS3 and 4, including the teaching of GCSE; and a subject leader for Literacy in two middle schools. In addition to supporting undergraduate and PG trainees, she is currently working on doctoral research into children’s literature and its potential influence on professional identity construction/aspiration.

Catriona Robinson is a principal lecturer in primary Initial Teacher Education (ITE) at the University of Worcester. As a tutor she has supported both undergraduate and PGCE trainees and has worked in placement settings with them. In addition she has developed training programmes for school mentors, been the Primary Partnership Manager and Acting Head of Primary Strategic Partnerships investigating new and more creative placements for trainees. She has recently taken on the role of Assessment Only Route Lead for Primary and Secondary.

Colin Howard is a senior primary lecturer in Initial Teacher Education (ITE) at the University of Worcester. He has been involved in primary education for over 24 years of which 14 years has been as a successful head teacher in both small village and large primary school settings. He has been involved in inspecting schools for the Diocese of Hereford as a S48 SIAS Inspector and has a strong research interest in the influence that school buildings have upon their stakeholders.

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Your Primary School-based Experience

A Guide to Outstanding Placements

By Catriona Robinson, Branwen Bingle, Colin Howard

Critical Publishing Ltd

Copyright © 2015 Catriona Robinson, Branwen Bingle and Colin Howard
All rights reserved.
ISBN: 978-1-910391-13-6

Contents

Acknowledgements, 
Meet the authors, 
Introduction, 
1 Reflection throughout practice, 
2 Individual professional attributes, 
3 Placement practicalities, 
4 Collaborative professional partnerships, 
5 Behaviour management and classroom discipline, 
6 Planning and assessment, 
7 Teaching the core curriculum, 
8 Teaching inclusively, 
9 Creative placements, 
10 From good to outstanding, 
11 Employability, 
Frequently asked questions, 
Glossary of useful terms and acronyms, 
References, 
Index,


CHAPTER 1

Reflection throughout practice


Teachers' Standards (DfE, 2011c)


2 Promote good progress and outcomes by pupils

• demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.


4 Plan and teach well-structured lessons

• reflect systematically on the effectiveness of lessons and approaches to teaching.


8 Fulfil wider professional responsibilities

• take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.


Introduction

Underpinning the effectiveness of this book is your ability to reflect on the critical questions and case studies raised throughout subsequent chapters. Therefore Chapter 1 seeks to enhance your reflection on practice related to a school context and to the contents of this book.

Fundamental to every successful teaching placement and indeed central to being a good or better teacher is the ability to reflect. This chapter introduces you to a number of theoretical models of reflection. These will assist you in becoming a proficient reflective practitioner who continually strives to develop and improve your practice in the classroom. You will be given the opportunity to critically reflect on the complexities of learning and teaching in order to reshape your past, present and future teaching experiences.


What is reflection?

There is much written about what constitutes reflection, when it occurs and the art of being a reflective practitioner. Fundamentally reflection is the skill of looking back at your and other teaching professionals' practice in order to identify elements that work well, to reveal avenues for action in order to effect a positive change. Ghaye and Ghaye (1998) regard reflection on action as a continuous and cyclical process. Ghaye later defines reflection as being a ... skilful practice (Ghaye, 2011, page 20) that draws upon experience in order to action and positively transform a situation. In the past, reflection has often focused on a deficit model whereby, either in isolation or with others, the negative aspects of practice are highlighted. All too often the focus is on targeting the areas for development that are having a negative effect on practice (developmental feedback). The issues are defined and consequently targets are set so as to repair what is broken. You might think that this is a level-headed starting point but building on strengths of your practice is equally important.

Consider the case studies below of two trainee teachers recounting their feedback following a lesson observation.


CASE STUDIES

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Verlag
Routledge
Erscheinungsdatum
2015
Sprache
Englisch
ISBN 10 
1910391131
ISBN 13 
9781910391136
Einband
Tapa blanda
Auflage
2
Anzahl der Seiten
182
Kontakt zum Hersteller
Nicht verfügbar
Verantwortliche Person
Nicht verfügbar