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Beginning Teaching, Beginning Learning in Primary Education

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This book sets out to explore with beginning primary teachers, and the people who support them in schools and institutions, some of the wider issues which need to be considered when working with primary age children and how these are woven into the broad framework of teaching and teachers' own learning. Cameos and examples of classroom practice help to illustrate the many different aspects of teaching: what it is to be an effective and competent teacher; classroom processes such as planning, observation and ...
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Overview

This book sets out to explore with beginning primary teachers, and the people who support them in schools and institutions, some of the wider issues which need to be considered when working with primary age children and how these are woven into the broad framework of teaching and teachers' own learning. Cameos and examples of classroom practice help to illustrate the many different aspects of teaching: what it is to be an effective and competent teacher; classroom processes such as planning, observation and assessment; the variety of ways in which children learn and develop thinking and skills; social interactions and support networks; equal opportunities; and 'in loco parentis' responsibilities.
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Editorial Reviews

Booknews
An aid for beginning primary teachers, suggesting not only how to survive but to enjoy their chosen career, how to recognize and address the complexities of primary teaching, and how to identify the issues that repeatedly challenge both new and experienced teachers. Educators and teachers associated with the University of Leicester discuss such topics as observation, developing investigative thinking and skills in children, working with experienced others, legal aspects, and learning from continuing experience. Distributed by Taylor & Francis. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780335194353
  • Publisher: McGraw-Hill Education
  • Publication date: 10/1/1995
  • Pages: 192

Table of Contents

Notes on the editor and contributors
Foreword
Acknowledgements
Abbreviations and terminology used
Introduction 1
1 Do you really want to cope with thirty lively children and become an effective primary teacher? 13
2 A place for everything? The classroom as a teaching and learning context 27
3 Seeing clearly. Observation in the primary classroom 43
4 You don't know what you know 'til you know it! Competence-based teacher education 64
5 Take some notice of me! Primary children and their learning potential 83
6 What shall we do today? Planning for learning - children's and teachers'! 96
7 What shall we put in the fruit salad? Developing investigative thinking and skills in children 115
8 Not by bread alone. Developing thinking and skills in the arts 129
9 A story in your head. Developing oracy and imaginative skills in children through storytelling 144
10 Let's co-operate! Developing children's social skills in the classroom 158
11 Do we have to write about it now? Developing writing skills in the primary classroom 173
12 Keeping track. Assessing, monitoring and recording children's progress and achievement 195
13 It's not fair! Equal opportunities in practice 217
14 It takes two to tango! Working with experienced others in the school 231
15 Don't make a drama out of a crisis! Primary teachers and the law 244
The Road to Damascus: Learning from continuing experiences 256
Index 261
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