Becoming a Teacher / Edition 3

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Teachers touch the lives of thousands of young people during their careers, inspiring and motivating learners to reach their maximum potential. In order to be able to do their jobs effectively, they need to understand the context within which they work and be able to reflect critically on what they do and why. If you are embarking on a career in teaching and the prospect of influencing the future through your work with young people is both exciting and daunting, then this is the book for you.

The new edition is revised and updated throughout. It remains a unique and powerful combination of ideas, analysis, questions, answers and wisdom, with the combined professional experience of the editors and contributors providing a wealth of knowledge and opinion. Whilst the book’s philosophy remains the same, the addition of three new chapters on ‘education for sustainability’, ‘school effectiveness and improvement’, and ‘education policy’ - combined with eleven new contributors - provides fresh perspectives, ideas and issues for discussion.

The book is divided into four main sections:

  • First thoughts
  • Policy, society and schooling
  • Teaching and learning
  • Across the curriculum

It provides a broader context in which education sits by addressing fundamental areas such as classroom management, adolescence and assessment for learning, alongside practical advice and key issues to consider. Finally, the authors provide information about roles and responsibilities in areas including personal, social and health education, information technology, literacy and citizenship.

Becoming a Teacher is inspiring reading for prospective, trainee and new teachers, tutors and mentors.

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Editorial Reviews

Intended for both newly qualified teachers and teacher education students, this text is divided into four sections: a background to contemporary educational policy and practice; social and political issues in the schools; practical concerns of new teachers such as class management and assessment; and curriculum issues, including special education, vocational education, and information technology. Written primarily by educators at London's School of Education at King's College, the text's emphasis on theory and principles should nevertheless prove useful to educators abroad. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780335221448
  • Publisher: McGraw-Hill Companies,Inc.
  • Publication date: 7/28/2007
  • Edition description: REV
  • Edition number: 3
  • Pages: 392
  • Product dimensions: 6.70 (w) x 9.40 (h) x 0.87 (d)

Meet the Author

Justin Dillon is Professor of Science and Environmental Education and Head of the Science and Technology Education Group at King's College London. He taught science in London schools for 10 years before joining King's in 1989. He has carried out research into children's ideas about science, science teachers' professional development needs and wants and learning beyond the classroom. He is President of the European Science Education Research Association and an editor of the International Journal of Science Education.

Meg Maguire taught for many years in London schools, including a spell as a headteacher. She has a longstanding interest in the life and work of school-teachers, teacher education and with the challenges of inner-city schooling. Her publications include, Choice, Pathways and Transitions Post-16 (with Stephen Ball and Sheila Macrae, 2000) and The Urban Primary School (with Tim Wooldridge and Simon Pratt-Adams, 2006).

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Table of Contents

Notes on contributors
Pt. 1 First thoughts 1
1 Developing as a student teacher 3
2 Better read: theorizing the teacher! 10
Pt. 2 Policy, society and schooling 23
3 Ideology, evidence and the raising of standards 25
4 Values and schooling 37
5 School and teacher quality: problem-solving and critical perspectives 50
6 Reforming teachers and their work 63
7 Inspection 74
8 Social justice in schools 87
9 Parents and schooling 98
10 Excellence in cities 109
11 Teachers and the law 120
Pt. 3 Teaching and learning 133
12 Adolescence 135
13 Learning in the classroom 142
14 Managing effective classrooms 150
15 Differentiation in theory and practice 162
16 Setting, streaming and mixed ability teaching 173
17 Assessing pupils 182
18 Special educational needs - becoming more inclusive 192
19 English as an additional language: challenges of language and identity in the multilingual and multiethnic classroom 203
Pt. 4 Across the curriculum 217
20 Literacy 219
21 Citizenship: what does it mean to be a good citizen? 229
22 Spiritual education 239
23 Healthy schools: health education and health promotion for the twenty-first century 250
24 Information and communications technology: policy and practice 262
25 14-19 education: broadening the curriculum 273
26 Beyond the subject curriculum: the form tutor's role 284
Index 295
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