Holdings: Beginning teaching :: THWS Bibkatalog

Beginning teaching: stories from the classroom

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Bibliographic Details
Format:	Book
Language:	English
Published:	Dordrecht [u.a.] Springer 2012
Subjects:	Lehrer Berufsanfänger
Online Access:	Inhaltsverzeichnis
Physical Description:	xi, 151 S.
ISBN:	9789400739000

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MARC


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Record in the Search Index

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adam_text	IMAGE 1 CONTENTS 1 TELLING TALES OUT OF SEHOOL: SHARING THE STORIES OF BEGINNING TEAEHERS 1 WHY A BOOK ABOUT THE EXPERIENCES OF BEGINNING TEACHERS? 1 OUR RESEARCH PROJECTS 3 TELLING TALES OUT OF SCHOOL 5 WHY FICTIONALISE RESEARCH ACCOUNTS?..................................................... 7 APPROACHES TO TELLING STORIES IN THIS BOOK 8 THE STRUCTURE OF THE BOOK......................................................................... 10 REFERENCES 10 2 THE FIRST MONTHS OF TEAEHING................................................................ 13 I AM IN CHARGE HERE: JENNY S STORY 14 WHO CAN I TURN TO? ALISON S CRY FOR HELP............................................... 16 YOU ARE TOO YOUNG TO LOOK AFTER MY TOMMY........................................ 18 LNTERPRETING FIRST EXPERIENCES 19 IMPLICATIONS.... 21 PRAXIS SHOCK................. 21 AUTHORITY AND CONTROL.......................................................................... 23 PARENTS.... 23 SUPPORT BY STAFF AND ORGANISATION 24 CONCLUSIONS 25 REFERENCES....... 25 3 THE KIDS TODAY: ALPHABET GENERATIONS IN TRANSITION 27 GENERATIONS: SAME, SAME BUT DIFFERENT 27 THEY MAKE ME FEEL. .. : LINDA S STORY 28 TURNING THINGS AROUND: SANTO S STORY 30 SETTLING THE SCORE: NOLA S STORY 32 SECRET GIFTS: MARINA S STORY. 33 IMPLICATIONS............................................................................................... 34 CONCLUSIONS..... 36 REFERENCES. 37 IX IMAGE 2 X CONTENTS 4 THE WAY WE DO THINGS AROUND HERE: SCHOOL CULTURE AND SOCIALISATION 39 TESTING TIMES: MELANIE S STORY................................................................ 41 BY THE BOOK: JOANNE S STORY 43 LEARNING TO TEACH DIFFERENTLY: MIKE S STORY............................................ 45 PAUL S STORY: UNDERSTANDING THE WAY THINGS ARE 48 THE FIRST FACULTY MEETING.................................................................... 48 THE FIRST TERM...................................................................................... 49 THE FIRST BIG TEST................................................................................. 49 THE FIRST (AND ONLY) PRINCIPAL VISIT..................................................... 50 IMPLICATIONS............................. 51 CONCLUSIONS............................................................................................... 52 REFERENCES................................................................................................. 53 5 TEACHER IDENTITY: A CONFIDENCE TRICK? 55 IDENTIFYING TEACHING 56 SQUEEZING INTO THE PROFESSION 57 CAREER-CHANGE TEACHERS 58 KNOWING YOUR PLACE: GREG S STORY........................................................... 59 IMPLICATIONS............................................................................................... 63 CONCLUSION 64 REFERENCES 65 6 MENTORING AND INDUCTION: NOURISHING OR EATING OUR YOUNG? 67 WHAT DO I GET OUT OF THIS? A MENTOR S PERSPECTIVE 68 HELP WANTED! PLEASE APPLY WITHIN 70 BLURRING ROLES 71 A PROBLEM SHARED 73 IMPLICATIONS............................................................................................... 74 CONCLUSIONS......... 78 REFERENCES.. 78 7 PROFESSIONAL CHALLENGES IN THE LIFE OF A NEW TEACHER 81 ACRONYMS AND CHANGING POLICIES: BARBARA S STORY.................................. 83 THE INDUCTION PROGRAMME FOR NEW TEACHERS: NED S STORY...................... 84 SCHOOL IMPROVEMENT AND STUDENT REALITY: ANNE S STORY 87 FADS, FASHIONS AND PROFESSIONAL CHALLENGES............................................. 89 CONCL USI ONS 90 REFERENCES................................................................................................. 90 8 TEACHING HERE AND THERE: SUBSTITUTE TEACHING................................... 91 ESTABLISHING THE PROBLEMS......................................................................... 92 OUT IN THE COLD: BEVERLY S STORY............................................................... 94 IMPLICATIONS............................................................................................... 99 CONCLUSIONS......................................................................... 101 REFERENCES................................................................................................. 102 IMAGE 3 CONTENTS XI 9 BUTTERFLY BRAINS AND DIGITAL NATIVES INHABITING SCHOOLS IN TRANSITION............................................................ 105 SMARTPHONES: RANI S BLOG......................................................................... 107 THE INTERACTIVE WHITEBOARD: IVAN S VIGNETTE 107 AGILE LEAMING SPACES: TERRY S STORY....................................................... 109 TECHNOLOGICAL POVERTY? TANIA S EXPERIENCES............................................ 110 A BEVY OF LAPTOPS: GAI S STORY................................................................ 112 IMPLICATIONS............................................................................................... 113 CONCLUSIONS............................................................................................... 114 REFERENCES................................................................................................. 115 10 TEACHER PROFESSIONAL STANDARDS: INDUCTION, PROFESSIONAL LEAMING AND CERTIFICATION 117 A PAINLESS AND COLLABORATIVE EXPERIENCE: NAOMI S STORY 122 THINKING ABOUT PRACTICE: CARLO S STORY.................................................... 123 AN ACCREDITATION FRAMEWORK: NIAMH S STORY 123 A FUTILE EXERCISE: LACOB S STORY............................................................... 124 I LIKE TO WATCH: SAM S STORY.................................................................... 124 FALLING THROUGH THE CRACKS: EVAN S STORY................................................ 125 WHY NOW: KITTY S STORY........................................................................... 125 WHAT IS GOOD FOR THE GOOSE ... : PETER S STORY........................................... 126 THE GATEKEEPER: PATRICK S STORY 127 IMPLICATIONS............................................................................................... 128 CONCLUSIONS............................................................................................... 130 REFERENCES................................................................................................. 131 11 LESSONS LEAMT FROM STORIES OF BEGINNING TEACHERS 133 FIRST MONTHS 134 KIDS TODAY 135 SCHOOL CULTURE 135 TEACHER IDENTITY 136 MENTORING AND INDUCTION........................................................................... 137 PROFESSIONAL CHALLENGES 137 TEACHING AS A SUBSTITUTE TEACHER 138 DIGITAL WORLD............................................................................................. 138 PROFESSIONAL STANDARDS 139 IN SEARCH OF THE BIG PICTURE: MESSAGES FOR TEACHER EDUCATORS 139 REFERENCES................................................................................................. 143 ABOUT THE AUTHORS 145 INDEX................................................................................................................. 147
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discipline	Pädagogik
format	Book
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title	Beginning teaching stories from the classroom
title_auth	Beginning teaching stories from the classroom
title_exact_search	Beginning teaching stories from the classroom
title_full	Beginning teaching stories from the classroom Sandy Schuck ...
title_fullStr	Beginning teaching stories from the classroom Sandy Schuck ...
title_full_unstemmed	Beginning teaching stories from the classroom Sandy Schuck ...
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