Advising and supporting teachers:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge [u.a.]
Cambridge Univ. Press
2003
[Stuttgart] [Klett] |
| Ausgabe: | 1. publ., repr. |
| Schriftenreihe: | Cambridge teacher training and development
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | ISBN-Etikett des Klett-Verl. auf Buchrückseite geklebt. - Hier auch später erschienene, unveränderte Nachdrucke |
| Beschreibung: | X, 286 S. graph. Darst. |
| ISBN: | 9780521630856 0521630851 9780521638968 0521638968 3125340535 |
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| 245 | 1 | 0 | |a Advising and supporting teachers |c Mick Randall with Barbara Thornton |
| 250 | |a 1. publ., repr. | ||
| 264 | 1 | |a Cambridge [u.a.] |b Cambridge Univ. Press |c 2003 | |
| 264 | 1 | |a [Stuttgart] |b [Klett] | |
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| 650 | 4 | |a Englisch | |
| 650 | 4 | |a English language |x Study and teaching |x Foreign speakers | |
| 650 | 4 | |a English teachers |x Training of | |
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-017364506 | ||
Datensatz im Suchindex
| _version_ | 1804138892495945728 |
|---|---|
| adam_text | Contents
Thanks and acknowledgements page
χ
Introduction
1
Who is the book for?
1
The philosophy of the book
2
How to use the book
4
Contents of Part
1 5
Contents of Part
2:
the tasks
6
Language note
7
Chapter
1:
Contexts: when and why advisors advise
8
1.1
Pre-service and in-service contexts
8
1.2
The issues
9
1.2.1
Interpersonal climate: formal vs informal
9
1.2.2
Institutional role: technical vs personal
10
1.2.3
Purpose: assessment vs development
10
1.3
Pre-service contexts
11
1.3.1
Teaching practice supervision
11
1.3.2
Mentorship
13
1.3.3
Private sector TEFL certification
15
1.4
In-service contexts
16
1.4.1
Private sector TEFL Diploma courses
16
1.4.2
Internal appraisal and staff development
17
1.4.3
Inspection
19
1.4.4
Critical friends
19
1.5
What s in a word? The terminology of advice
21
1.5.1
Interpersonal relations
21
1.5.2
Institutional vs professional
22
1.5.3
The terms used in this book
23
1.5.4
Terms in translation
23
1.6
Conclusion
23
Chapter
2:
Learning to teach
26
2.1
Theory vs practice in teacher education
26
2.2
The knowledge involved in teaching
27
Contents
2.2.1 Shulman s
categories of knowledge necessary for teaching
27
2.3
Theoretical perspectives on the learning of skills
29
2.3.1
Learning skills
-
a psychological perspective
29
2.3.2
Anderson s ACT model of skill learning
30
2.3.3
Skill learning and expert behaviours: the life-cycle approach
33
2.4
Approaches to training teachers
35
2.4.1
Apprenticeship schemes
35
2.4.2
The role
oř
competencies in learning about teaching
36
2.4.3
The coach and the reflective practitioner
38
2.4.4
The reflective practitioner and teacher autonomy
41
2.5
Conclusion
42
Chapter
3:
The role of dialogue in learning to teach
45
3.1
Kolb s
Experiential Learning and the practice cycle
45
3.2
The lesson: observation for development
48
3.2.1
The lesson: the collection of data
49
3.2.2
The role of the advisor during observation
49
3.3
The feedback session; theory into practice or practice into theory?
50
3.4
Constructing new understandings: the Vygotskian perspective
51
3.4.1
Social interaction and the construction of knowledge
52
3.4.2
Scaffolding and the zone of proximal development
52
3.4.3
Mediation through tools : theory as cultural signs and symbols
53
3.5
The personal and the social; how they interact in practice
53
3.6
Theory, consciousness and language
54
3.7
The inner dialogue and continuing professional development
55
3.7.1
The inner dialogue
55
3.8
The teaching practice cycle: implementation problems
57
3.8.1
Planning: the pre-observation conference
58
3.8.2
Execution: the lesson
58
3.5.3 Evaluation: debriefing
59
3.9
Conclusion
59
Chapter
4:
Supervision and the three-stage model of helping
61
4.1
Styles of supervision: directive vs non-directive
61
4.2
Providing help: the overall frameworks
64
4.3
Counselling theories and the provision of advice
65
4.4
Different approaches to counselling
66
4.5
Problem-solving and Egan s eclectic model of counselling
67
4.6
The principles of the three-stage model and providing advice to teachers
68
4.7
Potential difficulties with the Egan model
69
4.7.1
Providing advice is person-centred
69
4.7.2
Psychotherapy or practical help?
71
4.8
The practice cycle and the three-stage model of helping
72
4.8.1
Valuing the teacher s perspective
73
4.8.2
Non-judgmental feedback and trust
73
4.9
Conclusion
74
VI
Contents
Chapter
5:
Providing a framework: Six Category Intervention Analysis
77
5.1
Six Category Intervention Analysis
77
5.2
The six categories
78
5.3
Authoritative vs facilitative interventions
79
5.3.1
When are authoritative interventions appropriate?
79
5.4
Different agendas and types of intervention
81
5.5
Degenerative interventions
83
5.5.1
Pussyfooting
84
5.5.2
Clobbering
85
5.6
Conclusion
85
Chapter
6:
Ways of talking to teachers
1:
creating the right atmosphere
87
6.1
Effective attending and listening
87
6.1.1
Effective attending
87
6.2
Active listening
89
6.2.1
Listening to the verbal account of the teacher
90
6.2.2
Understanding non-verbal signals
91
6.2.3
Listening and understanding the teacher in context
93
6.2.4
Tough-minded listening
93
6.3
Creating empathy
94
6.4
Supportive interventions
94
6.4.1
Validation
96
6.4.2
Sharing and self-disclosure
96
6.4.3
Apologising
96
6AA Expressing care by doing things and giving things
96
6.5
Conclusion
97
Chapter
7:
Ways of talking to teachers
2:
dealing with feelings
98
7.1
Anxiety and
defensi
veness
98
7.1.1
Recognising anxiety
98
7.1.2
Recognising defensive reactions
100
7.2
Dealing with anxiety and
defensi
veness
101
7.2.1
What are cathartic interventions?
102
7.2.2
When are cathartic interventions appropriate?
102
7.2.3
When should an advisor probe the emotional state of the teacher?
103
7.3
Being in touch with emotions
104
7.4
Conclusion
105
Chapter
8:
Ways of talking to teachers
3:
directing and leading
107
8.1
Prescriptive interventions
107
8.1.1
Directive interventions
107
8.1.2
Consultative prescriptions
108
8.1.3
Demonstration
109
8.2
Informative interventions
109
8.2.1
Providing advice on language
109
8.2.2
Personal interpretation 111
vii
Contents
8.2.3
Presenting
relevant
information
111
8.2.4
Feedback 111
8.2.5
Self-disclosure 111
8.3
Confronting interventions
112
8.4
Providing negative feedback in a non-punitive atmosphere
113
8.4.1
Raising consciousness of the agenda
113
8.4.2
Negative feedback
114
8.4.3
Educative feedback
114
8.4.4
Direct questions
114
8.4.5
Holding up a mirror
115
8.5
Providing action plans
115
8.6
Written feedback
118
8.7
Conclusion
119
Chapter
9:
Ways of talking to teachers
4:
towards critical self-awareness
120
9.1
Catalytic interventions
120
9.1.1
Developing critical thinking
121
9.1.2
What steps can help the advisor be catalytic?
122
9.1.3
The catalytic tool kit
124
9.1.4
What questions are truly catalytic?
127
9.2
Critical incidents as catalytic interventions
129
9.3
Sequencing the interventions
130
9.4
Conclusion
132
Chapter
10:
Putting it all together: personal and cultural factors
133
10.1
Introduction
133
10.2
Individual differences and feedback styles
134
10.2.1
Learning styles
134
10.2.2
Personality factors
137
10.3
Cultural influences
138
10.3.1
Language and socio-pragmatics
138
10.3.2
Cultural expectations
139
10.4
Different agendas in the feedback session
142
10.4.1
Crossed intentions
144
10.4.2
Maximising understanding
146
10.5
Conclusion
147
Tasks
149
1.1
An inspector calls
149
1.2
Case studies in advising
150
1.3
SWOT analysis
151
1.4
Problems in supervision: lessons from the research
152
1.5
Who wants to be my critical friend?
154
2.1
Characteristics of successful learning
155
VIII
2.2
2.3
2.4
2.5
3.1
3.2
3.3
3.4
3.5
3.6
3.7
4.1
4.2
4.3
4.4
4.5
5.1
5.2
5.3
5.4
6.1
6.2
6.3
6.4
8.1
8.2
8.3
8.4
9.1
9.2
93
10.1
Contents
Beliefs about teaching
157
Good teachers and better teachers
-
multi-level teaching competencies
159
Hot slips: training for reflection
161
Being a catalyst
163
Implementing the teaching practice cycle
165
The roles of the advisor and the teaching cycle
166
Observation scenarios
168
Objective observations
169
Designing observation forms
171
What s important?
172
Scaffolding learning
Í73
Personal constructs or feedback roles
175
Effective advice
176
Exam cheat role play
178
Role play
179
Crossed/uncrossed
180
Facultative
or authoritative?
182
What you say is not what I hear
188
What did you intend?
189
Who s in charge?
191
Communication through body language
193
Investigating listening behaviour
194
The pre-lesson discussion
195
Giving oral feedback
197
Feedback role play
199
Written feedback
200
Formal reports
202
Self-assessment and target-setting
204
Leading or following?
205
Feedback role play
207
Is this your problem?
209
Exploring cultural differences
210
Photocopiable resources
212
References
269
List of figures
276
Index
278
¡X
|
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| indexdate | 2024-07-09T21:35:24Z |
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| series2 | Cambridge teacher training and development |
| spelling | Randall, Mick 1946- Verfasser (DE-588)133400042 aut Advising and supporting teachers Mick Randall with Barbara Thornton 1. publ., repr. Cambridge [u.a.] Cambridge Univ. Press 2003 [Stuttgart] [Klett] X, 286 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Cambridge teacher training and development ISBN-Etikett des Klett-Verl. auf Buchrückseite geklebt. - Hier auch später erschienene, unveränderte Nachdrucke Englisch English language Study and teaching Foreign speakers English teachers Training of Lehrerfortbildung (DE-588)4035096-4 gnd rswk-swf Supervision (DE-588)4058640-6 gnd rswk-swf Großbritannien (DE-588)4022153-2 gnd rswk-swf Großbritannien (DE-588)4022153-2 g Lehrerfortbildung (DE-588)4035096-4 s Supervision (DE-588)4058640-6 s b DE-604 Thornton, Barbara Verfasser aut Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017364506&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Randall, Mick 1946- Thornton, Barbara Advising and supporting teachers Englisch English language Study and teaching Foreign speakers English teachers Training of Lehrerfortbildung (DE-588)4035096-4 gnd Supervision (DE-588)4058640-6 gnd |
| subject_GND | (DE-588)4035096-4 (DE-588)4058640-6 (DE-588)4022153-2 |
| title | Advising and supporting teachers |
| title_auth | Advising and supporting teachers |
| title_exact_search | Advising and supporting teachers |
| title_full | Advising and supporting teachers Mick Randall with Barbara Thornton |
| title_fullStr | Advising and supporting teachers Mick Randall with Barbara Thornton |
| title_full_unstemmed | Advising and supporting teachers Mick Randall with Barbara Thornton |
| title_short | Advising and supporting teachers |
| title_sort | advising and supporting teachers |
| topic | Englisch English language Study and teaching Foreign speakers English teachers Training of Lehrerfortbildung (DE-588)4035096-4 gnd Supervision (DE-588)4058640-6 gnd |
| topic_facet | Englisch English language Study and teaching Foreign speakers English teachers Training of Lehrerfortbildung Supervision Großbritannien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017364506&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT randallmick advisingandsupportingteachers AT thorntonbarbara advisingandsupportingteachers |