Advising and Supporting Teachers / Edition 1

Advising and Supporting Teachers / Edition 1

by Mick Randall, Barbara Thornton, Randall Mick

Advising and Supporting Teachers examines the role of the teacher advisor and how the key skills required for producing effective feedback can be developed.See more details below


Advising and Supporting Teachers examines the role of the teacher advisor and how the key skills required for producing effective feedback can be developed.

Product Details

Cambridge University Press
Publication date:
Cambridge Teacher Training and Development Series
Product dimensions:
7.44(w) x 9.69(h) x 0.63(d)

Table of Contents

Thanks and acknowledgements
Ch. 1Contexts: when and why advisors advise8
1.1Pre-service and in-service contexts8
1.2The issues9
1.3Pre-service contexts11
1.4In-service contexts16
1.5What's in a word? The terminology of advice21
Ch. 2Learning to teach26
2.1Theory vs practice in teacher education26
2.2The knowledge involved in teaching27
2.3Theoretical perspectives on the learning of skills29
2.4Approaches to training teachers35
Ch. 3The role of dialogue in learning to teach45
3.1Kolb's Experiential Learning and the practice cycle45
3.2The lesson: observation for development48
3.3The feedback session: theory into practice or practice into theory?50
3.4Constructing new understandings: the Vygotskian perspective51
3.5The personal and the social; how they interact in practice53
3.6Theory, consciousness and language54
3.7The inner dialogue and continuing professional development55
3.8The teaching practice cycle: implementation problems57
Ch. 4Supervision and the three-stage model of helping61
4.1Styles of supervision: directive vs non-directive61
4.2Providing help: the overall frameworks64
4.3Counselling theories and the provision of advice65
4.4Different approaches to counselling66
4.5Problem-solving and Egan's eclectic model of counselling67
4.6The principles of the three-stage model and providing advice to teachers68
4.7Potential difficulties with the Egan model69
4.8The practice cycle and the three-stage model of helping72
Ch. 5Providing a framework: Six Category Intervention Analysis77
5.1Six Category Intervention Analysis77
5.2The six categories78
5.3Authoritative vs facilitative interventions79
5.4Different agendas and types of intervention81
5.5Degenerative interventions83
Ch. 6Ways of talking to teachers 1: creating the right atmosphere87
6.1Effective attending and listening87
6.2Active listening89
6.3Creating empathy94
6.4Supportive interventions94
Ch. 7Ways of talking to teachers 2: dealing with feelings98
7.1Anxiety and defensiveness98
7.2Dealing with anxiety and defensiveness101
7.3Being in touch with emotions104
Ch. 8Ways of talking to teachers 3: directing and learning107
8.1Prescriptive interventions107
8.2Informative interventions109
8.3Confronting interventions112
8.4Providing negative feedback in a non-punitive atmosphere113
8.5Providing action plans115
8.6Written feedback118
Ch. 9Ways of taking to teachers 4: towards critical self-awareness120
9.1Catalytic interventions120
9.2Critical incidents as catalytic interventions129
9.3Sequencing the interventions130
Ch. 10Putting it all together: personal and cultural factors133
10.2Individual differences and feedback styles134
10.3Cultural influences138
10.4Different agendas in the feedback session142
Photocopiable resources212
List of figures276

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