Advising and supporting teachers / Mick Randall and Barbara Thornton.
Material type: TextSeries: Cambridge teacher training and developmentPublisher: Cambridge : Cambridge University Press, 2001Description: 224p. : ill. ; 25 cmISBN:- 0521638968 (pbk.) :
- 0521630851
- 428.0071
Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
---|---|---|---|---|---|---|---|
Book | City Campus City Campus Main Collection | 428.0071 RAN (Browse shelf(Opens below)) | 1 | Available | A213669B | ||
Book | City Campus City Campus Main Collection | 428.0071 RAN (Browse shelf(Opens below)) | 1 | Available | A284328B |
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Ch. 1. Contexts: when and why advisors advise. 1.1. Pre-service and in-service contexts. 1.2. The issues. 1.3. Pre-service contexts. 1.4. In-service contexts. 1.5. What's in a word? The terminology of advice -- Ch. 2. Learning to teach. 2.1. Theory vs practice in teacher education. 2.2. The knowledge involved in teaching. 2.3. Theoretical perspectives on the learning of skills. 2.4. Approaches to training teachers -- Ch. 3. The role of dialogue in learning to teach. 3.1. Kolb's Experiential Learning and the practice cycle. 3.2. The lesson: observation for development. 3.3. The feedback session: theory into practice or practice into theory? 3.4. Constructing new understandings: the Vygotskian perspective. 3.5. The personal and the social; how they interact in practice. 3.6. Theory, consciousness and language. 3.7. The inner dialogue and continuing professional development. 3.8. The teaching practice cycle: implementation problems -- Ch. 4. Supervision and the three-stage model of helping. 4.1. Styles of supervision: directive vs non-directive. 4.2. Providing help: the overall frameworks. 4.3. Counselling theories and the provision of advice. 4.4. Different approaches to counselling. 4.5. Problem-solving and Egan's eclectic model of counselling. 4.6. The principles of the three-stage model and providing advice to teachers. 4.7. Potential difficulties with the Egan model. 4.8. The practice cycle and the three-stage model of helping -- Ch. 5. Providing a framework: Six Category Intervention Analysis. 5.1. Six Category Intervention Analysis. 5.2. The six categories. 5.3. Authoritative vs facilitative interventions. 5.4. Different agendas and types of intervention. 5.5. Degenerative interventions -- Ch. 6. Ways of talking to teachers 1: creating the right atmosphere. 6.1. Effective attending and listening. 6.2. Active listening. 6.3. Creating empathy. 6.4. Supportive interventions -- Ch. 7. Ways of talking to teachers 2: dealing with feelings. 7.1. Anxiety and defensiveness. 7.2. Dealing with anxiety and defensiveness. 7.3. Being in touch with emotions -- Ch. 8. Ways of talking to teachers 3: directing and learning. 8.1. Prescriptive interventions. 8.2. Informative interventions. 8.3. Confronting interventions. 8.4. Providing negative feedback in a non-punitive atmosphere. 8.5. Providing action plans. 8.6. Written feedback -- Ch. 9. Ways of taking to teachers 4: towards critical self-awareness. 9.1. Catalytic interventions. 9.2. Critical incidents as catalytic interventions. 9.3. Sequencing the interventions -- Ch. 10. Putting it all together: personal and cultural factors. 10.1. Introduction. 10.2. Individual differences and feedback styles. 10.3. Cultural influences. 10.4. Different agendas in the feedback session.
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