Teaching, tutoring and training in the lifelong learning sector:
This text provides comprehensive support for pre-service and in-service trainee teachers in the Lifelong Learning Sector, covering theoretical background and offering practical advice on day-to-day challenges. This edition has been revised and updated to reflect the latest practice in the sector, wi...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Exeter
Learning Matters
2011
|
| Ausgabe: | 4. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | This text provides comprehensive support for pre-service and in-service trainee teachers in the Lifelong Learning Sector, covering theoretical background and offering practical advice on day-to-day challenges. This edition has been revised and updated to reflect the latest practice in the sector, with a new chapter on teaching practice and new information on behaviour management |
| Beschreibung: | Includes index Includes bibliographical references Introduction -- The reflective practitioner -- Communication, tutoring and teamwork -- Recognising diversity and supporting equality -- Lifeling learning, the organisational, local and national context -- Professionalism and scholarship 1, values and ethics -- Professionalism and scholarship 2, being a subject specialist -- Theories of learning -- Planning for learning 1, planning your lessons -- Planning for learning 2, evaluation and resources -- Learning and teaching 1, methods and styles of teaching -- Learning and teaching 2, extending your range -- Assessment for learning 1, assessing needs, supporting access and progression -- Assessment for learning 2, assessing learner achievement -- Managing behaviour and motivating learners -- Learning and teaching 14-16 -- Professionalism and scholarship 3, reading critically and reflectively -- Achieving your teaching qualification in the Lifelong Learning Sector |
| Beschreibung: | X, 230 S. graph. Darst. 25 cm |
| ISBN: | 9780857250629 9780857250698 9780857250681 9780857250704 |
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| 500 | |a Includes index | ||
| 500 | |a Includes bibliographical references | ||
| 500 | |a Introduction -- The reflective practitioner -- Communication, tutoring and teamwork -- Recognising diversity and supporting equality -- Lifeling learning, the organisational, local and national context -- Professionalism and scholarship 1, values and ethics -- Professionalism and scholarship 2, being a subject specialist -- Theories of learning -- Planning for learning 1, planning your lessons -- Planning for learning 2, evaluation and resources -- Learning and teaching 1, methods and styles of teaching -- Learning and teaching 2, extending your range -- Assessment for learning 1, assessing needs, supporting access and progression -- Assessment for learning 2, assessing learner achievement -- Managing behaviour and motivating learners -- Learning and teaching 14-16 -- Professionalism and scholarship 3, reading critically and reflectively -- Achieving your teaching qualification in the Lifelong Learning Sector | ||
| 520 | |a This text provides comprehensive support for pre-service and in-service trainee teachers in the Lifelong Learning Sector, covering theoretical background and offering practical advice on day-to-day challenges. This edition has been revised and updated to reflect the latest practice in the sector, with a new chapter on teaching practice and new information on behaviour management | ||
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Datensatz im Suchindex
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| adam_text | IMAGE 1
CONTENTS
ACKNOWLEDGEMENTS INTRODUCTION
HOW TO USE THIS BOOK THE SEQUENCING OF CHAPTERS AND TASKS CHAPTER
CONTENT
1 THE REFLECTIVE PRACTITIONER
INTRODUCTION WHY KEEP A JOURNAL? WHAT S THE DIFFERENCE BETWEEN A LOG, A
DIARY AND A REFLECTIVE JOURNAL?
SO WH AT DOES BEING REFLECTIVE REALLY MEAN? WHAT SORT OF THINGS SHOULD
I INCLUDE IN A REFLECTIVE JOURNAL? HOW MUCH SHOULD I WRITE, AND HOW
OFTEN? WHAT IF I M A TRAINEE TEACHER WITH NO PRIOR C1ASSROOM
EXPERIENCE TO RECORD? BRANCHING OPTIONS
2 COMMUNICATION, TUTORING AND TEAMWORK
INTRODUCTION YOUR OWN COMMUNICATION SKILLS EFFECTIVE COMMUNICATION
COMMUNICATION AND THE MINIMUM CORE
ETHICS AND CONFIDENTIALITY VOCABULARY, SYNTAX AND REGISTER NON-VERBAL
COMMUNICATION LISTENING SKILLS
QUESTIONING SKILLS PROMOTING EFFECTIVE AND RESPECTFUL COMMUNICATION
BETWEEN LEARNERS WRITTEN COMMUNICATION
COMMUNICATION AND TEAMWORK BEING A GOOD TEAM PLAYER EVALUATING YOUR OWN
EFFECTIVENESS AS A TEAM MEMBER BRANCHING OPTIONS
X
1
1 2 2
5
5 5
6 6
12 13
14 15
17
17 18 19 22 23 23 24 25 26
27 27 27 28 31 35
V
IMAGE 2
CONTENTS
3 RECOGNISING DIVERSITY AND SUPPORTING EQUALITY
INTRODUCTION WHAT IS SOCIAL JUSTICE? INDIVIDUAL RIGHTS, OR THE GOOD OF
THE MANY?
EQUALITY AND EQUAL OPPORTUNITY ENTITLEMENT AND EQUALITY OF OPPORTUNITY
DIVERSITY CURRENT LEGISLATION APPLYING THE LEGISLATION TO OUR
PROFESSIONAL PRACTICE
BRANCHING OPTIONS
4 LIFELONG LEARNING: THE ORGANISATIONAL, LOCAL AND NATIONAL CONTEXT
INTRODUCTION THE VOCATIONAL-ACADEMIC DIVIDE THE STATUS OF VOCATIONAL
EDUCATION MILESTONES AND TURNING POINTS THE CURRENT CONTEXT OF PCET
REFLECTING ON THEORY BRANCHING OPTIONS
38
38 38 41 42 43 44 44 45 46
48
48 49 50 51
58 60 61
5 PROFESSIONALISM AND SCHOLARSHIP 1: VALUES AND ETHICS 63
.
VI
INTRODUCTION: WHAT DO WE MEAN BY PROFESSIONALISM? WORKING WITHIN A
PROFESSIONAL VALUE BASE WORKING WITH OTHERS STAGES OF PROFESSIONAL
DEVELOPMENT
REFLECTING ON THEORY BRANCHING OPTIONS
6 PROFESSIONALISM AND SCHOLARSHIP 2: BEING A
SUBJECT SPECIALIST
INTRODUCTION UPDATING AND SUBJECT-SPECIFIC DEVELOPMENT SUBJECT-SPECIFIC
TEACHING MAKING THE MOST OF MENTORING
PUTTING YOUR SUBJECT IN CONTEXT APPLYING THE MINIMUM CORE TO YOUR
SPECIALIST SUBJECT BRANCHING OPTIONS
63 64 72 72 73 74
76
76 78 79 81 82 82 84
IMAGE 3
7 THEORIES OF LEARNING
INTRODUCTION THE RELEVANCE OF THEORIES OF LEARNING THE TEACHER-IEARNER
RELATIONSHIP MODELS OF LEARNING
LEARNING THEORY APPLYING THEORY PROPOSITIONAL KNOWLEDGE BRANCHING
OPTIONS
8 PLANNING FOR LEARNING 1: PLANNING YOUR LESSONS
INTRODUCTION: WHY PLAN? REFLECTIVE PLANNING PLANNING, PREPARATION AND
THE REFLECTIVE CYCLE SHOULD I WRITE A FORMAL PLAN FOR EVERY LESSON? THE
CONTINGENCY PLAN
BRANCHING OPTIONS
9 PLANNING FOR LEARNING 2: EVALUATION AND RESOURCES
INTRODUCTION USING ASSESSMENTOUTCOMES AS A MEANS OF EVALUATION YOUR OWN
EVALUATION OF YOUR TEACHING AND PLANNING USING LESSON OBSERVATIONS AS A
MEANS OF EVALUATION OBTAINING AND RESPONDING TO LEARNERS FEEDBACK
USING RESOURCES EFFECTIVELY TO SUPPORT LEARNING BRANCHING OPTIONS
10 LEARNING AND TEACHING 1: METHODS AND STYLES OF TEACHING
INTRODUCTION: STRATEGIES, METHODS AND DOMAINS LEARNERS PREFERRED
LEARNING STYLES LEARNING IN GROUPS BREAKING THE ICE CHOOSING THE METHOD
BRANCHING OPTIONS
CONTENTS
89
89 89 90 91 92 97 98 99
101
101 106 109 111 111 112
114
114 115 116 117 117 121 125
127
127 128 132 134 135 137
VII
IMAGE 4
VIII
CONTENTS
11 LEARNING AND TEACHING 2: EXTENDING YOUR RANGE
INTROD UCTION HIGH RISK STRATEGIES AND METHODS 1: GAMES HIGH RISK
STRATEGIES AND METHODS 2: ROLE PLAY HIGH RISK STRATEGIES AND METHODS 3:
SIMULATION DEVELOPING NEW SKILLS: E-IEARNING BRANCHING OPTIONS
12 ASSESSMENT TOR LEARNING 1: ASSESSING NEEDS;
SUPPORTING ACCESS AND PROGRESSION
INTRODUCTION: WHY IS INITIAL ASSESSMENT NECESSARY? MEETING A NEW GROUP
OF LEARNERS ACCESS AND PROGRESSION BRANCHING OPTIONS
13 ASSESSMENT TOR LEARNING 2: ASSESSING LEARNER ACHIEVEMENT
INTRODUCTION: WHY ASSESS? PLANNING ASSESSMENT RELIABILITY, VALIDITY AND
SUFFICIENCY INCLUSIVENESS TEACHERS TALKING ABOUT ASSESSMENT
REFLECTING ON ASSESSMENT INFORMATION BRANCHING OPTIONS
14 MANAGING BEHAVIOUR AND MOTIVATING LEARNERS
INTRODUCTION: REMOVING BARRIERS TO LEARNING MOTIVATING LEARNERS
FOSTERING ENJOYMENT MOTIVATION: A WIDER VIEW MOTIVATION AND BEHAVIOUR
STRATEGIES FOR BEHAVIOUR MANAGEMENT AND IMPROVEMENT BUILDING BEHAVIOUR
MANAGEMENT INTO YOUR LESSON PLANNING
BRANCHING OPTIONS
15 LEARNING AND TEACHING 14-16
INTROD UCTION THE LEARNING NEEDS OF 14-16 YEAR-OLDS
139
139 139 141 144 145 148
150
150 151 160 161
163
163 165 168 169 171 174 174
177
177 180 183
183 185 186 187 188
190
190 191
IMAGE 5
CONTENTS
STRATEGIES WE CAN USE 191
REFLECTING ON THEORY 198
BRANCHING OPTIONS 202
16 PROFESSIONALISMAND SCHOLARSHIP3: READING CRITICALLYAND REFLECTIVELY
204
INTRODUCTION 204
17 ACHIEVINGYOURTEACHINGQUALIFICATIONINTHE LIFELONG LEARNINGSECTOR 215
INTRODUCTION 215
PREPARING FOR BEING OBSERVED 215
TEACHING AN OBSERVED LESSON 216
POST-OBSERVATION DOCUMENTATION: REFLECTING AND PLANNING 218 COMPLETING
WRITTEN ASSESSMENTS:ORGANISATIONAL SKILLS AND TIME MANAGEMENT 218
PROFESSIONALISM AND IDENTITY 219
KEEPING YOURSELF MOTIVATED 219
JOB SATISFACTION AND A SENSE OF ACHIEVEMENT 220
JOB SATISFACTION AND OUR SENSE OF VALUES 220
APPENDIX 1: GLOSSARY OF ABBREVIATIONS 222
APPENDIX 2: STANDARDS FOR TEACHERS IN THE LIFELONG LEARNING SECTOR
OUTSIDE ENGLAND, WALES AND NORTHERN IRELAND 225
INDEX 226
. IX
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| spelling | Wallace, Susan Verfasser (DE-588)1026756065 aut Teaching, tutoring and training in the lifelong learning sector Susan Wallace 4. ed. Exeter Learning Matters 2011 X, 230 S. graph. Darst. 25 cm txt rdacontent n rdamedia nc rdacarrier Includes index Includes bibliographical references Introduction -- The reflective practitioner -- Communication, tutoring and teamwork -- Recognising diversity and supporting equality -- Lifeling learning, the organisational, local and national context -- Professionalism and scholarship 1, values and ethics -- Professionalism and scholarship 2, being a subject specialist -- Theories of learning -- Planning for learning 1, planning your lessons -- Planning for learning 2, evaluation and resources -- Learning and teaching 1, methods and styles of teaching -- Learning and teaching 2, extending your range -- Assessment for learning 1, assessing needs, supporting access and progression -- Assessment for learning 2, assessing learner achievement -- Managing behaviour and motivating learners -- Learning and teaching 14-16 -- Professionalism and scholarship 3, reading critically and reflectively -- Achieving your teaching qualification in the Lifelong Learning Sector This text provides comprehensive support for pre-service and in-service trainee teachers in the Lifelong Learning Sector, covering theoretical background and offering practical advice on day-to-day challenges. This edition has been revised and updated to reflect the latest practice in the sector, with a new chapter on teaching practice and new information on behaviour management College teaching / Great Britain Adult education teachers / Great Britain Teachers / Training of / Great Britain Lehrer Ausbildung (DE-588)4112628-2 gnd rswk-swf Erwachsenenbildner (DE-588)4152920-0 gnd rswk-swf Großbritannien Großbritannien (DE-588)4022153-2 gnd rswk-swf Großbritannien (DE-588)4022153-2 g Erwachsenenbildner (DE-588)4152920-0 s Ausbildung (DE-588)4112628-2 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024956135&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Wallace, Susan Teaching, tutoring and training in the lifelong learning sector College teaching / Great Britain Adult education teachers / Great Britain Teachers / Training of / Great Britain Lehrer Ausbildung (DE-588)4112628-2 gnd Erwachsenenbildner (DE-588)4152920-0 gnd |
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| title | Teaching, tutoring and training in the lifelong learning sector |
| title_auth | Teaching, tutoring and training in the lifelong learning sector |
| title_exact_search | Teaching, tutoring and training in the lifelong learning sector |
| title_full | Teaching, tutoring and training in the lifelong learning sector Susan Wallace |
| title_fullStr | Teaching, tutoring and training in the lifelong learning sector Susan Wallace |
| title_full_unstemmed | Teaching, tutoring and training in the lifelong learning sector Susan Wallace |
| title_short | Teaching, tutoring and training in the lifelong learning sector |
| title_sort | teaching tutoring and training in the lifelong learning sector |
| topic | College teaching / Great Britain Adult education teachers / Great Britain Teachers / Training of / Great Britain Lehrer Ausbildung (DE-588)4112628-2 gnd Erwachsenenbildner (DE-588)4152920-0 gnd |
| topic_facet | College teaching / Great Britain Adult education teachers / Great Britain Teachers / Training of / Great Britain Lehrer Ausbildung Erwachsenenbildner Großbritannien |
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