Advising and Supporting Teachers / Edition 1

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Overview

This book is aimed at all those responsible for advising teachers including teaching practice supervisors, mentors, INSET tutors, state education inspectors, directors of studies, and teachers working together as 'critical friends' in informal teacher development.

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Editorial Reviews

From the Publisher
'This is a very user-friendly book and the tasks provided are applicable to any teaching and learning situation. It is wonderfully designed for those who are involved in giving advice in the roles that they perform.' ELTECS Digest
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Product Details

Table of Contents

Thanks and acknowledgements
Introduction 1
Ch. 1 Contexts: when and why advisors advise 8
1.1 Pre-service and in-service contexts 8
1.2 The issues 9
1.3 Pre-service contexts 11
1.4 In-service contexts 16
1.5 What's in a word? The terminology of advice 21
Ch. 2 Learning to teach 26
2.1 Theory vs practice in teacher education 26
2.2 The knowledge involved in teaching 27
2.3 Theoretical perspectives on the learning of skills 29
2.4 Approaches to training teachers 35
Ch. 3 The role of dialogue in learning to teach 45
3.1 Kolb's Experiential Learning and the practice cycle 45
3.2 The lesson: observation for development 48
3.3 The feedback session: theory into practice or practice into theory? 50
3.4 Constructing new understandings: the Vygotskian perspective 51
3.5 The personal and the social; how they interact in practice 53
3.6 Theory, consciousness and language 54
3.7 The inner dialogue and continuing professional development 55
3.8 The teaching practice cycle: implementation problems 57
Ch. 4 Supervision and the three-stage model of helping 61
4.1 Styles of supervision: directive vs non-directive 61
4.2 Providing help: the overall frameworks 64
4.3 Counselling theories and the provision of advice 65
4.4 Different approaches to counselling 66
4.5 Problem-solving and Egan's eclectic model of counselling 67
4.6 The principles of the three-stage model and providing advice to teachers 68
4.7 Potential difficulties with the Egan model 69
4.8 The practice cycle and the three-stage model of helping 72
Ch. 5 Providing a framework: Six Category Intervention Analysis 77
5.1 Six Category Intervention Analysis 77
5.2 The six categories 78
5.3 Authoritative vs facilitative interventions 79
5.4 Different agendas and types of intervention 81
5.5 Degenerative interventions 83
Ch. 6 Ways of talking to teachers 1: creating the right atmosphere 87
6.1 Effective attending and listening 87
6.2 Active listening 89
6.3 Creating empathy 94
6.4 Supportive interventions 94
Ch. 7 Ways of talking to teachers 2: dealing with feelings 98
7.1 Anxiety and defensiveness 98
7.2 Dealing with anxiety and defensiveness 101
7.3 Being in touch with emotions 104
Ch. 8 Ways of talking to teachers 3: directing and learning 107
8.1 Prescriptive interventions 107
8.2 Informative interventions 109
8.3 Confronting interventions 112
8.4 Providing negative feedback in a non-punitive atmosphere 113
8.5 Providing action plans 115
8.6 Written feedback 118
Ch. 9 Ways of taking to teachers 4: towards critical self-awareness 120
9.1 Catalytic interventions 120
9.2 Critical incidents as catalytic interventions 129
9.3 Sequencing the interventions 130
Ch. 10 Putting it all together: personal and cultural factors 133
10.1 Introduction 133
10.2 Individual differences and feedback styles 134
10.3 Cultural influences 138
10.4 Different agendas in the feedback session 142
Tasks 149
Photocopiable resources 212
References 269
List of figures 276
Index 278
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