000 04133cam a22003378a 4500
005 20221101185954.0
008 010327s2001 enk 000 0 eng
011 _aBIB MATCHES WORLDCAT
015 _aGBA1-Y2487
020 _a0521638968 (pbk.) :
_c£13.95
020 _a0521630851
035 _a(ATU)b10564408
035 _a(OCoLC)46694721
040 _aBNB
082 0 _a428.0071
100 1 _aRandall, Mick.
245 1 0 _aAdvising and supporting teachers /
_cMick Randall and Barbara Thornton.
263 _a200106.
264 1 _aCambridge :
_bCambridge University Press,
_c2001.
300 _a224p. :
_bill. ;
_c25 cm.
490 1 _aCambridge teacher training and development
505 0 0 _gCh. 1.
_tContexts: when and why advisors advise.
_g1.1.
_tPre-service and in-service contexts.
_g1.2.
_tThe issues.
_g1.3.
_tPre-service contexts.
_g1.4.
_tIn-service contexts.
_g1.5.
_tWhat's in a word? The terminology of advice --
_gCh. 2.
_tLearning to teach.
_g2.1.
_tTheory vs practice in teacher education.
_g2.2.
_tThe knowledge involved in teaching.
_g2.3.
_tTheoretical perspectives on the learning of skills.
_g2.4.
_tApproaches to training teachers --
_gCh. 3.
_tThe role of dialogue in learning to teach.
_g3.1.
_tKolb's Experiential Learning and the practice cycle.
_g3.2.
_tThe lesson: observation for development.
_g3.3.
_tThe feedback session: theory into practice or practice into theory?
_g3.4.
_tConstructing new understandings: the Vygotskian perspective.
_g3.5.
_tThe personal and the social; how they interact in practice.
_g3.6.
_tTheory, consciousness and language.
_g3.7.
_tThe inner dialogue and continuing professional development.
_g3.8.
_tThe teaching practice cycle: implementation problems --
_gCh. 4.
_tSupervision and the three-stage model of helping.
_g4.1.
_tStyles of supervision: directive vs non-directive.
_g4.2.
_tProviding help: the overall frameworks.
_g4.3.
_tCounselling theories and the provision of advice.
_g4.4.
_tDifferent approaches to counselling.
_g4.5.
_tProblem-solving and Egan's eclectic model of counselling.
_g4.6.
_tThe principles of the three-stage model and providing advice to teachers.
_g4.7.
_tPotential difficulties with the Egan model.
_g4.8.
_tThe practice cycle and the three-stage model of helping --
_gCh. 5.
_tProviding a framework: Six Category Intervention Analysis.
_g5.1.
_tSix Category Intervention Analysis.
_g5.2.
_tThe six categories.
_g5.3.
_tAuthoritative vs facilitative interventions.
_g5.4.
_tDifferent agendas and types of intervention.
_g5.5.
_tDegenerative interventions --
_gCh. 6.
_tWays of talking to teachers 1: creating the right atmosphere.
_g6.1.
_tEffective attending and listening.
_g6.2.
_tActive listening.
_g6.3.
_tCreating empathy.
_g6.4.
_tSupportive interventions --
_gCh. 7.
_tWays of talking to teachers 2: dealing with feelings.
_g7.1.
_tAnxiety and defensiveness.
_g7.2.
_tDealing with anxiety and defensiveness.
_g7.3.
_tBeing in touch with emotions --
_gCh. 8.
_tWays of talking to teachers 3: directing and learning.
_g8.1.
_tPrescriptive interventions.
_g8.2.
_tInformative interventions.
_g8.3.
_tConfronting interventions.
_g8.4.
_tProviding negative feedback in a non-punitive atmosphere.
_g8.5.
_tProviding action plans.
_g8.6.
_tWritten feedback --
_gCh. 9.
_tWays of taking to teachers 4: towards critical self-awareness.
_g9.1.
_tCatalytic interventions.
_g9.2.
_tCritical incidents as catalytic interventions.
_g9.3.
_tSequencing the interventions --
_gCh. 10.
_tPutting it all together: personal and cultural factors.
_g10.1.
_tIntroduction.
_g10.2.
_tIndividual differences and feedback styles.
_g10.3.
_tCultural influences.
_g10.4.
_tDifferent agendas in the feedback session.
650 0 _aEducational consultants
_9317002
650 0 _aEnglish language
_xStudy and teaching
_xForeign speakers.
_9354176
830 0 _aCambridge teacher training and development.
_91035823
907 _a.b10564408
_b03-10-17
_c27-10-15
942 _cB
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