A Guide to Teaching Practice: 5th Edition / Edition 5

by Louis Cohen, Lawrence Manion, Keith Morrison, Dominic Wyse

Overview

A Guide to Teaching Practice is the major standard text for all students on initial teacher training courses in the UK.
Authoritative yet accessible, it covers the important basic skills and issues that students need to consider during their practice, such as planning, classroom organization, behaviour management and assessment. The book's focus on the quality of teaching and learning and consideration of the latest regulations and guidelines ensures that it fits comfortably within TTA and OfSTED frameworks.
In addition, comprehensively revised and fully updated, this fifth edition features brand new chapters on the foundation stage, legal issues, learning and teaching and using ICT in the classroom, as well as new material on numeracy, literacy, children's rights, progress files and gifted and talented children.
This book is the most respected and widely used textbook for initial teacher training courses and will be an essential resource for any student teacher.

Product Details

ISBN-13:	9780415485586
Publisher:	Taylor & Francis
Publication date:	06/11/2010
Edition description:	Revised
Pages:	560
Product dimensions:	7.40(w) x 9.60(h) x 1.30(d)
Lexile:	1460L (what's this?)

About the Author

Louise Cohen is Emeritus Professor of Education at Loughborough University of Technoloy.
Lawrence Manion was formerly Principal Lecturer in Music at the Manchester Metropolitan University.
Keith Morrison was Senior Lecturer in Education at the University of Durham before becoming Professor of Education and Dean of the School of Education at the Inter-University of Macau.

Table of Contents

List of Boxes ix

Foreword to the Revised Fifth Edition xiii

Acknowledgements xv

Part I Some Perspectives on Teaching and Learning 1

1 A Background to Current Developments in Education 3

introduction

a plethora of innovations: standards and targets

democracy and control in question

stress in teaching

indiscipline and bullying

school diversity

changing the nature of teaching

2 Teacher Training Requirements 18

introduction

standards for the award of qualified teacher status

skills tests in numeracy, literacy and ICT

mentoring

conclusion

3 The Curriculum 33

introduction

the Early Years Foundation Stage

the National Curriculum

statutory tests

the National Strategies

conclusion

4 Information and Communications Technology 52

introduction

what is ICT?

claimed advantages of ICT

concerns about ICT

constructivism and ICT

higher-order thinking and ICT

differentiation

administration

social learning

pedagogy

assessment

evaluating websites

finding out about the school's ICT for teaching practice

evaluating your own use of ICT on teaching practice

5 Legal Issues 76

introduction

duty of care, supervision and the avoidance of negligence

discipline

safety

data protection

the Education and Inspections Act 2006

teachers' professional responsibilities

implications for student teachers

Part II Preparation And Planning 97

6 The Preliminary Visit 99

introduction

before the visit

what to look for and what information to collect

understanding rules, protocols, procedures and routines

rules and routines at different points during the lesson

particular information to record

7 Aims, Objectives and Intended Learning Outcomes 111

introduction

two kinds of objectives and intended learning outcomes: (1) behavioural and (2) non-behavioural

some characteristics of behavioural objectives

the student teacher and behavioural objectives

non-behavioural objectives

the debate surrounding the use of behavioural objectives

objectives and intended learning outcomes in individualised learning

conclusion: some suggestions

8 Beginning Curriculum Planning 128

introduction

the context and levels of planning

the elements of planning

characteristics of the curriculum

subject-based and topic-based approaches to the primary curriculum

staging curriculum planning

examples of planning: Foundation Stage

primary school Key Stage 2

secondary school Key Stage 3

evaluation and review

evaluation of achievement of overall aims for the teaching practice

evaluation of achievements of the scheme of work

weekly and daily evaluations

evaluations of specific lessons

Part III Practising Teaching 179

9 Learning and Teaching 181

introduction

constructivist theory

higher-order thinking

the brain and learning

neuroscience and working memory

metacognition

learning styles

motivation

co-operative learning

key characteristics of effective teaching

key questions for teaching skills

non-verbal teacher communciation

modelling

student teachers' attitudes and expectations and the influence they exert on classroom behaviour

the organisation of learning

10 Early Years and Primary Teaching 209

introduction

early years teaching

play

socialisation

understanding the classroom

organising the day

implications for student teachers

primary teaching

children's learning in school

classroom organisation

some organisational concepts in primary education

teaching and learning styles in primary classrooms

11 Secondary Teaching 250

introduction

some requisites of a secondary school student teacher

first meeting(s) with one's classes

lesson phases and presentation skills

homework

setting, grouping and mixed-ability teaching

12 Language in Classrooms 267

introduction

speaking and listening in educational policy and practice

speaking and listening in the early years

characteristics of talk in classrooms

direct instruction and whole-class interactive teaching

Exposition

Explanation

questions and questioning

discussion

responding

summarising

dialogic teaching and collaborative learning

conclusion

13 inclusion, Equal Opportunities and Diversity 292

introduction

Gender

ethnicity

special educational needs

gifted and talented students

14 Managing Behaviour in the Classroom 331

introduction

schools of thought on classroom management

students' expectations of teachers

some factors affecting behaviour in classrooms

what makes students misbehave?

rules and routines in the classroom

suggestions for handling minor misbehaviour problems

dealing with repeated minor misbehaviour

dealing with persistent disruptive behaviour

the ripple effect

issuing reprimands

rewards and punishments

behaviour modification and assertive discipline

anticipating management and control problems in the classroom

behavioural problems with some ethnic minority students

class management on teaching practice

bullying

Part IV Assessment, Record Keeping and Report Writing 385

15 Assessment 387

introduction

the context of assessment

assessment in the early years

assessing pupils' progress

assessment for learning

the purposes of assessment

the types of assessment

reliability and validity in assessments

methods of gathering assessment data

written sources of data collection

non-written sources of data collection

providing opportunities for assessment

designing an assessment task

marking work

a worked example of an assessment activity

16 Record Keeping and Report Writing 441

introduction

the purposes of record keeping

the use of the record for reporting purposes

the formality of the record

the contents of the record

the audiences of the record

the style and format of the record

the timing of the record entry

writing reports

Notes and References 460

Bibliography 501

Index 534

Editorial Reviews

'In a brief overview such as this it is impossible to do full justice to such a detailed book of almost five hundred pages. In essence it covers just about everything a student teacher needs to know in a single volume.' - British Journal of Educational Studies

'This is a welcome new edition of what has become something of a standard text for student teachers.' - British Journal of Educational Studies

'The new fifth edition is quite outstanding.' - Michael Duffy, TES

'There are excellent guides available [and] RoutledgeFalmer's Guide to Teaching Practice is among the best. The new fifth edition ... is quite outstanding ... the layout is still crystal clear ... [and] it is both interesting and reassuring, as all good guides should be.' Michael Duffy, Times Educational Supplement

From the Publisher