TY  - BOOK
AU  - Randall,Mick
TI  - Advising and supporting teachers
T2  - Cambridge teacher training and development
SN  - 0521638968 (pbk.) :
U1  - 428.0071 
PY  - 2001///
CY  - Cambridge
PB  - Cambridge University Press
KW  - Educational consultants
KW  - English language
KW  - Study and teaching
KW  - Foreign speakers
N1  - 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
ER  -