000 | 04133cam a22003378a 4500 | ||
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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 |
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650 | 0 |
_aEnglish language _xStudy and teaching _xForeign speakers. _9354176 |
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830 | 0 |
_aCambridge teacher training and development. _91035823 |
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907 |
_a.b10564408 _b03-10-17 _c27-10-15 |
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942 | _cB | ||
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945 |
_a428.0071 RAN _g1 _iA284328B _j0 _lcmain _o- _p$141.73 _q- _r- _s- _t0 _u6 _v0 _w0 _x0 _y.i11310182 _z28-10-15 |
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