Developing teacher expertise : exploring key issues in primary practice /
Developing teacher expertise : exploring key issues in primary practice /
edited by Margaret Sangster.
- xxiii, 138 pages : illustrations ; 25 cm
Includes bibliographical references and index.
Do schools work - a challenge to the institutionalization of learning? / When does inclusion become exclusion for the rest of the class? / Does differentiation make it easier for children to learn? / Why aim to create independent learners? / Why and how can we engage children with their learning? / Can we use the built environment to support children's learning? / What do we understand from using images in the classroom? / Do displays contribute to children's learning? / Do interactive whiteboards support or reduce creativity in the classroom? / Is learning outside the classroom worth it? / What is the value of encouraging talk in your classroom? / Does rewarding children lead to independent learners? / Should we be teaching a second language to children under seven? / Is drama a luxury in the primary classroom? / Is there a place for picture fiction with children over seven? / Does correct spelling really matter? / Is it possible to make mathematics real and meaningful in the classroom? / How can questioning to create thoughtful reflection and learning in mathematics? / Is physical education more than just being physically active? / Should ICT be taught as a subject, used as a learning tool, or is there a need for both? / Should children be learning to make art or learning through art? / Why do children and teachers need to develop a multi-cultural and global perspective? / What makes stereotypes pernicious? / Should we teach children about current affairs? / Maps are increasingly being used by children but do these maps tell the truth? / What are some philosophical, sociological and psychological perspectives on education?/ What is meant by professional identity? / What does professionalism mean for a teacher? / Why should teachers be researchers? / How do we improve our own practice?/ Why are teachers involved in mentoring and being mentored? / Rebecca Austin -- Maggie Evans -- Jill Matthews -- Margaret Sangster -- Claire Hewlett -- Jonathan Barnes -- Peter Dorman -- Bridie Price -- Karl Bentley -- Michael Green Jill Matthews -- Margaret Sangster -- Vikki Schultz and Anthony Clarke -- Tracy Parvin -- Susan Barrett -- Caroline Tancock -- Jon Wild -- Paula Stone -- Kristy Howells -- Nyree Scott -- Peter Gregory -- Tony Mahon -- Stephen Scoffham -- Stephen Scoffham -- Terry Whyte -- Rosemary Walters -- Vanessa Young -- Peter Dorman -- Viv Wilson -- Viv Wilson -- Donna Birrell. 1. 2. 3. 4. 5. 6. 7 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31.
1441140964 9781441140968 1441179119 9781441179111
Primary school teaching
Primary school teachers--Training of
372.1102
Includes bibliographical references and index.
Do schools work - a challenge to the institutionalization of learning? / When does inclusion become exclusion for the rest of the class? / Does differentiation make it easier for children to learn? / Why aim to create independent learners? / Why and how can we engage children with their learning? / Can we use the built environment to support children's learning? / What do we understand from using images in the classroom? / Do displays contribute to children's learning? / Do interactive whiteboards support or reduce creativity in the classroom? / Is learning outside the classroom worth it? / What is the value of encouraging talk in your classroom? / Does rewarding children lead to independent learners? / Should we be teaching a second language to children under seven? / Is drama a luxury in the primary classroom? / Is there a place for picture fiction with children over seven? / Does correct spelling really matter? / Is it possible to make mathematics real and meaningful in the classroom? / How can questioning to create thoughtful reflection and learning in mathematics? / Is physical education more than just being physically active? / Should ICT be taught as a subject, used as a learning tool, or is there a need for both? / Should children be learning to make art or learning through art? / Why do children and teachers need to develop a multi-cultural and global perspective? / What makes stereotypes pernicious? / Should we teach children about current affairs? / Maps are increasingly being used by children but do these maps tell the truth? / What are some philosophical, sociological and psychological perspectives on education?/ What is meant by professional identity? / What does professionalism mean for a teacher? / Why should teachers be researchers? / How do we improve our own practice?/ Why are teachers involved in mentoring and being mentored? / Rebecca Austin -- Maggie Evans -- Jill Matthews -- Margaret Sangster -- Claire Hewlett -- Jonathan Barnes -- Peter Dorman -- Bridie Price -- Karl Bentley -- Michael Green Jill Matthews -- Margaret Sangster -- Vikki Schultz and Anthony Clarke -- Tracy Parvin -- Susan Barrett -- Caroline Tancock -- Jon Wild -- Paula Stone -- Kristy Howells -- Nyree Scott -- Peter Gregory -- Tony Mahon -- Stephen Scoffham -- Stephen Scoffham -- Terry Whyte -- Rosemary Walters -- Vanessa Young -- Peter Dorman -- Viv Wilson -- Viv Wilson -- Donna Birrell. 1. 2. 3. 4. 5. 6. 7 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31.
1441140964 9781441140968 1441179119 9781441179111
Primary school teaching
Primary school teachers--Training of
372.1102