Surviving and thriving in the secondary school: the NQT's essential companion
Gespeichert in:
| Weitere Verfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London
Routledge, Taylor & Francis Group
2020
|
| Schriftenreihe: | Learning to teach subjects in the secondary school series
|
| Schlagworte: | |
| Online-Zugang: | TUM01 Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and indexes Contents List of illustrations List of tasks List of contributors Acknowledgements INTRODUCTION Chapter 1 Beyond your initial teacher education: staying in teaching Kate Reynolds Culture and context; building relationships; building time for yourself; social media; subject associations; inspections Chapter 2 Managing constant change Lizana Oberholzer Why change; managing and responding to change; strategies for implementing change Chapter 3 Mentoring and being mentored Trevor Wright Somementoring challenges; Competence, apprenticeship and reflection; The mentoring relationship Chapter 4 Your subject department Steve Puttick and Nick Gee What makes a subject department; Organiation; Culture; Psychological safety. - Chapter 5 Working with teaching assistantsandother adults in the classroom - to support subject teaching Fiona Hall and MaxinePountney Defining roles; Qualifications, Training experiences; Deployment, preparedness and practice; Classroom leadership and realtionships with other adults. - Chapter 6 Role of the form tutor Alexandra Titchmarsh Grouping pupils for pastoral care; The role ofaform tutor; What does a form tutor do?; Preparationandorganisationfor,and runningof,yourform time; attributesand skillsof a good form tutor Chapter 7 Every teacher is a teacher of English Paul Gardner Text types; expectations at KS2; describing language; oral language; reading Chapter 8 Every student counts:learningmathematics across the curriculum Jennie Golding,RosalynHydeand Alison Clark-Wilson Nature of mathematics; curriculum; conceptions and misconceptions; representing mathematics; concrete - visual - abstract pedagogy; digital technologies; language for mathematics Chapter 9 Personal, Social, Health And Economic Education (PSHE) Natasha Bye-Brookes Defining PSHE education; Programme of Study; Delivering PSHE education; Planning for PSHE education. - Chapter 10 Becoming an inclusive educator: developing your practice as a mainstream teacher of pupils with SEND MarkPulsfordandSana Rizvi Building your knowledge base; Development of SEND in the UK; Definitions and areas of SEND; Models of disability; Understanding self and others; Inclusive practice; Chapter 11 Working to improve classroom climate and pupil behaviour Terry Haydn Learner behaviour; Classroom climate; Characteristics of teachers with excellence in behaviour management Chapter 12 Understandinglearners'primary experiences and transition Brian Matthews and Lyn Matthews Fundamentals of Primary Education; Transition; Teaching year 7; Implications for teaching Chapter 13 Learning beyond the classroom Mark Chidler andElizabeth Plummer Defining learning beyond the classroom; LBtC and the curriculum; LBtCand developing everyday classroom practice; Museums to support teaching and learning; Planning for LBtC; Professional Development Chapter 14 Improving pupil progress through - quality questioning and talk Nikki Booth Usingformative assessmentto enhance the quality of teacher-learnertalk; Taxonomies for higher-level thinking and talking: Bloom's and SOLO; Effective questioning; Chapter 15 Assessment, homework and marking Helen Cassady and Barry Harwood Accountability measures; Progress 8; Assessment 8; Marking; Homework Chapter 16 Making the curriculum your own Chris Shelton and Julia O'Kelly Understanding the school curriculum; How a subject curriculum is made; Designing the curriculum; The curriculum and your professional autonomy Chapter 17 Digital technologies: pedagogies and classroom practice AndrewCsizmadia Digital technologies; Digital pedagogies; ICT competence framework; Flipped learning; Gamification; Professional Learning. - Chapter 18 LEADERSHIP AND MANAGEMENT RachelPeckover School structures; Types of Leadership; Preparing for leadership: Competencies; Leadership development Chapter 19 Researching your teaching EiraWyn Patterson Developing your research design; Developing questions; Literature review; Research methodology; research methods and tools; ethics; data analysis Chapter 20 Looking after yourself and your professional development Derek Boyle Surviving; Wellbeing and the mentoring relationship; Self-realisation to actualisation; support networks; recognising your own indicators; coping strategies; mentoring moving to coaching; onwards and upwards Appendix 1 Glossary of terms Appendix 2 Subject associations and teaching councils Appendix 3 Useful websites |
| Beschreibung: | 1 online resource illustrations |
| ISBN: | 9781351037143 1351037145 9781351037112 1351037110 9781351037136 1351037137 9781351037129 1351037129 |
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| 049 | |a DE-91 | ||
| 082 | 0 | |a 373 | |
| 245 | 1 | 0 | |a Surviving and thriving in the secondary school |b the NQT's essential companion |c edited by Susan Capel, Julia Lawrence, Marilyn Leask and Sarah Younie |
| 264 | 1 | |a London |b Routledge, Taylor & Francis Group |c 2020 | |
| 300 | |a 1 online resource |b illustrations | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a Learning to teach subjects in the secondary school series | |
| 500 | |a Includes bibliographical references and indexes | ||
| 500 | |a Contents List of illustrations List of tasks List of contributors Acknowledgements INTRODUCTION Chapter 1 Beyond your initial teacher education: staying in teaching Kate Reynolds Culture and context; building relationships; building time for yourself; social media; subject associations; inspections Chapter 2 Managing constant change Lizana Oberholzer Why change; managing and responding to change; strategies for implementing change Chapter 3 Mentoring and being mentored Trevor Wright Somementoring challenges; Competence, apprenticeship and reflection; The mentoring relationship Chapter 4 Your subject department Steve Puttick and Nick Gee What makes a subject department; Organiation; Culture; Psychological safety. | ||
| 500 | |a - Chapter 5 Working with teaching assistantsandother adults in the classroom - to support subject teaching Fiona Hall and MaxinePountney Defining roles; Qualifications, Training experiences; Deployment, preparedness and practice; Classroom leadership and realtionships with other adults. | ||
| 500 | |a - Chapter 6 Role of the form tutor Alexandra Titchmarsh Grouping pupils for pastoral care; The role ofaform tutor; What does a form tutor do?; Preparationandorganisationfor,and runningof,yourform time; attributesand skillsof a good form tutor Chapter 7 Every teacher is a teacher of English Paul Gardner Text types; expectations at KS2; describing language; oral language; reading Chapter 8 Every student counts:learningmathematics across the curriculum Jennie Golding,RosalynHydeand Alison Clark-Wilson Nature of mathematics; curriculum; conceptions and misconceptions; representing mathematics; concrete - visual - abstract pedagogy; digital technologies; language for mathematics Chapter 9 Personal, Social, Health And Economic Education (PSHE) Natasha Bye-Brookes Defining PSHE education; Programme of Study; Delivering PSHE education; Planning for PSHE education. | ||
| 500 | |a - Chapter 10 Becoming an inclusive educator: developing your practice as a mainstream teacher of pupils with SEND MarkPulsfordandSana Rizvi Building your knowledge base; Development of SEND in the UK; Definitions and areas of SEND; Models of disability; Understanding self and others; Inclusive practice; Chapter 11 Working to improve classroom climate and pupil behaviour Terry Haydn Learner behaviour; Classroom climate; Characteristics of teachers with excellence in behaviour management Chapter 12 Understandinglearners'primary experiences and transition Brian Matthews and Lyn Matthews Fundamentals of Primary Education; Transition; Teaching year 7; Implications for teaching Chapter 13 Learning beyond the classroom Mark Chidler andElizabeth Plummer Defining learning beyond the classroom; LBtC and the curriculum; LBtCand developing everyday classroom practice; Museums to support teaching and learning; Planning for LBtC; Professional Development Chapter 14 Improving pupil progress through | ||
| 500 | |a - quality questioning and talk Nikki Booth Usingformative assessmentto enhance the quality of teacher-learnertalk; Taxonomies for higher-level thinking and talking: Bloom's and SOLO; Effective questioning; Chapter 15 Assessment, homework and marking Helen Cassady and Barry Harwood Accountability measures; Progress 8; Assessment 8; Marking; Homework Chapter 16 Making the curriculum your own Chris Shelton and Julia O'Kelly Understanding the school curriculum; How a subject curriculum is made; Designing the curriculum; The curriculum and your professional autonomy Chapter 17 Digital technologies: pedagogies and classroom practice AndrewCsizmadia Digital technologies; Digital pedagogies; ICT competence framework; Flipped learning; Gamification; Professional Learning. | ||
| 500 | |a - Chapter 18 LEADERSHIP AND MANAGEMENT RachelPeckover School structures; Types of Leadership; Preparing for leadership: Competencies; Leadership development Chapter 19 Researching your teaching EiraWyn Patterson Developing your research design; Developing questions; Literature review; Research methodology; research methods and tools; ethics; data analysis Chapter 20 Looking after yourself and your professional development Derek Boyle Surviving; Wellbeing and the mentoring relationship; Self-realisation to actualisation; support networks; recognising your own indicators; coping strategies; mentoring moving to coaching; onwards and upwards Appendix 1 Glossary of terms Appendix 2 Subject associations and teaching councils Appendix 3 Useful websites | ||
| 650 | 4 | |a Education, Secondary | |
| 650 | 4 | |a Teaching | |
| 700 | 1 | |a Capel, Susan Anne |d 1953- |4 edt | |
| 700 | 1 | |a Lawrence, Julia Clare |4 edt | |
| 700 | 1 | |a Leask, Marilyn |d 1950- |4 edt | |
| 700 | 1 | |a Younie, Sarah |d 1967- |4 edt | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |z 9781138489707 |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |z 9781138489691 |
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| 912 | |a ZDB-4-NLEBK | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-032225633 | ||
| 966 | e | |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2269415 |l TUM01 |p ZDB-4-NLEBK |q TUM_PDA_EBSCOEDU |x Aggregator |3 Volltext | |
Datensatz im Suchindex
| _version_ | 1804181627531689984 |
|---|---|
| adam_text | INHALT
EINFUEHRUNG:
LEBENSWISSENSCHAFT,
GLOBALISIERUNG
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23
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IN
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KULTURPHILOSOPHIE
*
61
3
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GRUNDGESETZE
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STUFEN
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UND
DER
MENSCH
*
78
4
AUSBLICK
AUS
DEN
STUFEN
AUF
PLESSNERS
GESAMTWERK
UND
DIE
AKTUELLE
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*
127
5
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PROJEKT
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TRANSDISZIPLINAEREN
RAHMENWISSENSCHAFT
VON
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PERSONALITAET
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DEN
1920ER
JAHREN
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SEINE
NEUBEGRUENDUNG
HEUTE
*
143
6
PLESSNERS
FREUD-KRITIKEN.
ZUM
VERHAELTNIS
ZWISCHEN
PHILOSOPHISCHER
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KLASSISCHER
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*
150
7
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VERHAELTNIS
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UND
UEXKUELLS
NEUER
BIOLOGIE
DER
UMWELTEN
*
168
8
PHILOSOPHISCHE
ANTHROPOLOGIE
ALS
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DIE
HEUTIGE
HIRN-
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VERHALTENSFORSCHUNG:
ZWISCHEN
MITMACHEN,
NACHMACHEN
UND
NACHAHMEN
*
190
XII
*
INHALT
9
DIE
SELBSTREFERENZIELLE
FUNKTIONSWEISE
DES
GEHIRNES
ALS
KORRELAT.
DIE
HERMENEUTISCHE
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KAUSAL-EXPLANATORISCHE
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*
211
10
EMBODIED,
EMBEDDED,
EXTENDED
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ENACTIVE
KOGNITION
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DER
PERSONALEN
LEBENSFUEHRUNG.
ZUR
EINORDNUNG
DER
KOGNITIONSWISSENSCHAFTEN
AUS
SICHT
DER
PHILOSOPHISCHEN
ANTHROPOLOGIE
*
230
TEIL
II:
DIE
SOZIAL-
UND
KULTURPHILOSOPHISCHE
FUNDIERUNG
PERSONALER
LEBENSFORMEN
VORWORT
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ZWEITEN
TEIL
*
257
11
DIE
INDIVIDUALISIERUNG
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VON
ROLLEN
*
261
12
DIE
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DER
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MEDIUM
VON
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*
320
13
LIEBE.
BEWEGT
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IN
DER
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KATEGORISCHEN
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*
366
14
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*
379
15
DIE
KOERPER-LEIB-DIFFERENZ
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EXZENTRISCHE
POSITIONALITAET
UND
HOMO
ABSCONDITUS
*
393
TEIL
III:
DIE
GESCHICHTSPHILOSOPHISCHE
FUNDIERUNG
DER
PERSONALEN
LEBENSSPHAERE
VORWORT
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TEIL
*
411
16
DIE
UNERGRUENDLICHKEIT
DES
KUENFTIGEN
GESCHICHTLICHEN
LEBENS
ALS
ERKENNTNISPRINZIP
UND
ERKENNTNISPRAXIS
DER
GEISTESWISSENSCHAFT
*
413
17
DIE
SAEKULARE
FRAGLICHKEIT
DES
MENSCHEN
IM
GLOBALEN
HOCHKAPITALISMUS
-
ZUR
PHILOSOPHIE
DER
GESCHICHTE
IN
PLESSNERS
PHILOSOPHISCHER
ANTHROPOLOGIE
*
431
INHALT
*
XIII
18
KRITISCHE
ANTHROPOLOGIE?
-
ZUM
VERHAELTNIS
ZWISCHEN
PHILOSOPHISCHER
ANTHROPOLOGIE
UND
FRANKFURTER
KRITISCHER
THEORIE
*
462
19
DIE
DOPPELTE
KRITIK
DER
PHILOSOPHISCHEN
ANTHROPOLOGIE
UND
DIE
VIELDEUTIGKEIT
DES
THEORETISCHEN
ANTI-HUMANISMUS
*
485
TEIL
IV:
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VERGLEICHE
DER
PHILOSOPHISCHEN
ANTHROPOLOGIE
MIT
ANDEREN
PHILOSOPHIEN
VORWORT
ZUM
VIERTEN
TEIL
*
509
20
MODERNE
FORSCHUNGSVERFAHREN
UND
IHR
WIDERSTREIT
IM
ZEICHEN
DER
WUERDE:
HELMUTH
PLESSNERS
ERSTE
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DER
KANTISCHEN
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(1920)
*
511
21
VON
GENEROESER
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EUROPAEISCHEN
GEIST.
HELMUTH
PLESSNERS
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UND
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NIETZSCHES
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*
534
22
EXISTENZ
ALS
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LEBENSFORM?
-
ZUM
VERGLEICH
DER
PHILOSOPHIEN
VON
KARL
JASPERS
UND
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PLESSNER
*
551
23
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EX-ZENTRIERUNGEN.
DIE
QUASI-TRANSZENDENTALEN
UNTERNEHMUNGEN
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HEIDEGGER
UND
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*
565
24
WIE
WIRD
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DER
NATUR
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MOEGLICH?
-
PARALLELEN
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*
590
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DIE
KONZEPTIONEN
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JOHN
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PLESSNER
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VERGLEICH
*
612
BIBLIOGRAPHIE
*
627
NACHWEISE
UND
DANKSAGUNGEN
*
645
PERSONENVERZEICHNIS
UND
SACHREGISTER
*
649
|
| adam_txt |
INHALT
EINFUEHRUNG:
LEBENSWISSENSCHAFT,
GLOBALISIERUNG
UND
KUENFTIGE
GESCHICHTLICHKEIT.
ZUR
AKTUALITAET
VON
PLESSNERS
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21
1
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UEBERBLICK
UEBER
DAS
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STUFEN
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ORGANISCHEN
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23
2
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DER
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KULTURPHILOSOPHIE
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61
3
DIE
ANTHROPOLOGISCHEN
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ALS
ABSCHLUSS
DER
STUFEN
DES
ORGANISCHEN
UND
DER
MENSCH
*
78
4
AUSBLICK
AUS
DEN
STUFEN
AUF
PLESSNERS
GESAMTWERK
UND
DIE
AKTUELLE
DISKUSSIONSLAGE
*
127
5
DAS
PROJEKT
EINER
TRANSDISZIPLINAEREN
RAHMENWISSENSCHAFT
VON
DER
PERSONALITAET
AUS
DEN
1920ER
JAHREN
UND
SEINE
NEUBEGRUENDUNG
HEUTE
*
143
6
PLESSNERS
FREUD-KRITIKEN.
ZUM
VERHAELTNIS
ZWISCHEN
PHILOSOPHISCHER
ANTHROPOLOGIE
UND
KLASSISCHER
PSYCHOANALYSE
*
150
7
DIFFERENZIERUNGEN
ZWISCHEN
GESCHLOSSENER
UMWELT
UND
OFFENER
WELT:
ZUM
VERHAELTNIS
ZWISCHEN
DER
PHILOSOPHISCHEN
ANTHROPOLOGIE
UND
UEXKUELLS
NEUER
BIOLOGIE
DER
UMWELTEN
*
168
8
PHILOSOPHISCHE
ANTHROPOLOGIE
ALS
RAHMEN
FUER
DIE
HEUTIGE
HIRN-
UND
VERHALTENSFORSCHUNG:
ZWISCHEN
MITMACHEN,
NACHMACHEN
UND
NACHAHMEN
*
190
XII
*
INHALT
9
DIE
SELBSTREFERENZIELLE
FUNKTIONSWEISE
DES
GEHIRNES
ALS
KORRELAT.
DIE
HERMENEUTISCHE
ENTDECKUNG
UND
DAS
KAUSAL-EXPLANATORISCHE
MISSVERSTAENDNIS
DER
NEUROBIOLOGISCHEN
HIRNFORSCHUNG
*
211
10
EMBODIED,
EMBEDDED,
EXTENDED
UND
ENACTIVE
KOGNITION
IN
DER
PERSONALEN
LEBENSFUEHRUNG.
ZUR
EINORDNUNG
DER
KOGNITIONSWISSENSCHAFTEN
AUS
SICHT
DER
PHILOSOPHISCHEN
ANTHROPOLOGIE
*
230
TEIL
II:
DIE
SOZIAL-
UND
KULTURPHILOSOPHISCHE
FUNDIERUNG
PERSONALER
LEBENSFORMEN
VORWORT
ZUM
ZWEITEN
TEIL
*
257
11
DIE
INDIVIDUALISIERUNG
DER
PERSONALITAET
IM
MEDIUM
VON
ROLLEN
*
261
12
DIE
PERSONALISIERUNG
DER
INDIVIDUALITAET
IM
MEDIUM
VON
ROLLEN
*
320
13
LIEBE.
BEWEGT
WERDEN
IN
DER
ERFUELLUNG
DES
KATEGORISCHEN
KONJUNKTIVS
*
366
14
MENSCHLICHES
STERBEN
*
379
15
DIE
KOERPER-LEIB-DIFFERENZ
VON
PERSONEN:
EXZENTRISCHE
POSITIONALITAET
UND
HOMO
ABSCONDITUS
*
393
TEIL
III:
DIE
GESCHICHTSPHILOSOPHISCHE
FUNDIERUNG
DER
PERSONALEN
LEBENSSPHAERE
VORWORT
ZUM
DRITTEN
TEIL
*
411
16
DIE
UNERGRUENDLICHKEIT
DES
KUENFTIGEN
GESCHICHTLICHEN
LEBENS
ALS
ERKENNTNISPRINZIP
UND
ERKENNTNISPRAXIS
DER
GEISTESWISSENSCHAFT
*
413
17
DIE
SAEKULARE
FRAGLICHKEIT
DES
MENSCHEN
IM
GLOBALEN
HOCHKAPITALISMUS
-
ZUR
PHILOSOPHIE
DER
GESCHICHTE
IN
PLESSNERS
PHILOSOPHISCHER
ANTHROPOLOGIE
*
431
INHALT
*
XIII
18
KRITISCHE
ANTHROPOLOGIE?
-
ZUM
VERHAELTNIS
ZWISCHEN
PHILOSOPHISCHER
ANTHROPOLOGIE
UND
FRANKFURTER
KRITISCHER
THEORIE
*
462
19
DIE
DOPPELTE
KRITIK
DER
PHILOSOPHISCHEN
ANTHROPOLOGIE
UND
DIE
VIELDEUTIGKEIT
DES
THEORETISCHEN
ANTI-HUMANISMUS
*
485
TEIL
IV:
AUSGEWAEHLTE
VERGLEICHE
DER
PHILOSOPHISCHEN
ANTHROPOLOGIE
MIT
ANDEREN
PHILOSOPHIEN
VORWORT
ZUM
VIERTEN
TEIL
*
509
20
MODERNE
FORSCHUNGSVERFAHREN
UND
IHR
WIDERSTREIT
IM
ZEICHEN
DER
WUERDE:
HELMUTH
PLESSNERS
ERSTE
TRANSFORMATION
DER
KANTISCHEN
KRITIK
DER
URTEILSKRAFT
(1920)
*
511
21
VON
GENEROESER
SOUVERAENITAET
IM
EUROPAEISCHEN
GEIST.
HELMUTH
PLESSNERS
NATUR-
UND
GESCHICHTSPHILOSOPHISCHE
KRITIK
AN
NIETZSCHES
ANTHROPO-
GENEALOGIE
*
534
22
EXISTENZ
ALS
EXZENTRISCHE
LEBENSFORM?
-
ZUM
VERGLEICH
DER
PHILOSOPHIEN
VON
KARL
JASPERS
UND
HELMUTH
PLESSNER
*
551
23
DE-ZENTRIERUNGEN
UND
EX-ZENTRIERUNGEN.
DIE
QUASI-TRANSZENDENTALEN
UNTERNEHMUNGEN
VON
HEIDEGGER
UND
PLESSNER
HEUTE
*
565
24
WIE
WIRD
DIE
GEISTIGE
LEBENSFORM
VON
MENSCHEN
IN
DER
NATUR
WIRKLICH
MOEGLICH?
-
PARALLELEN
ZWISCHEN
JOHN
DEWEY
UND
HELMUTH
PLESSNER
*
590
25
DAS
OEFFENTLICHE.
DIE
KONZEPTIONEN
VON
JOHN
DEWEY
UND
HELMUTH
PLESSNER
IM
VERGLEICH
*
612
BIBLIOGRAPHIE
*
627
NACHWEISE
UND
DANKSAGUNGEN
*
645
PERSONENVERZEICHNIS
UND
SACHREGISTER
*
649 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author2 | Capel, Susan Anne 1953- Lawrence, Julia Clare Leask, Marilyn 1950- Younie, Sarah 1967- |
| author2_role | edt edt edt edt |
| author2_variant | s a c sa sac j c l jc jcl m l ml s y sy |
| author_facet | Capel, Susan Anne 1953- Lawrence, Julia Clare Leask, Marilyn 1950- Younie, Sarah 1967- |
| building | Verbundindex |
| bvnumber | BV046817188 |
| collection | ZDB-4-NLEBK |
| ctrlnum | (ZDB-4-NLEBK)2269415 (OCoLC)1190910977 (DE-599)BVBBV046817188 |
| dewey-full | 373 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 373 - Secondary education |
| dewey-raw | 373 |
| dewey-search | 373 |
| dewey-sort | 3373 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Electronic eBook |
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| id | DE-604.BV046817188 |
| illustrated | Illustrated |
| index_date | 2024-07-03T15:00:30Z |
| indexdate | 2024-07-10T08:54:40Z |
| institution | BVB |
| isbn | 9781351037143 1351037145 9781351037112 1351037110 9781351037136 1351037137 9781351037129 1351037129 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032225633 |
| oclc_num | 1190910977 |
| open_access_boolean | |
| owner | DE-91 DE-BY-TUM |
| owner_facet | DE-91 DE-BY-TUM |
| physical | 1 online resource illustrations |
| psigel | ZDB-4-NLEBK ZDB-4-NLEBK TUM_PDA_EBSCOEDU |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Routledge, Taylor & Francis Group |
| record_format | marc |
| series2 | Learning to teach subjects in the secondary school series |
| spelling | Surviving and thriving in the secondary school the NQT's essential companion edited by Susan Capel, Julia Lawrence, Marilyn Leask and Sarah Younie London Routledge, Taylor & Francis Group 2020 1 online resource illustrations txt rdacontent c rdamedia cr rdacarrier Learning to teach subjects in the secondary school series Includes bibliographical references and indexes Contents List of illustrations List of tasks List of contributors Acknowledgements INTRODUCTION Chapter 1 Beyond your initial teacher education: staying in teaching Kate Reynolds Culture and context; building relationships; building time for yourself; social media; subject associations; inspections Chapter 2 Managing constant change Lizana Oberholzer Why change; managing and responding to change; strategies for implementing change Chapter 3 Mentoring and being mentored Trevor Wright Somementoring challenges; Competence, apprenticeship and reflection; The mentoring relationship Chapter 4 Your subject department Steve Puttick and Nick Gee What makes a subject department; Organiation; Culture; Psychological safety. - Chapter 5 Working with teaching assistantsandother adults in the classroom - to support subject teaching Fiona Hall and MaxinePountney Defining roles; Qualifications, Training experiences; Deployment, preparedness and practice; Classroom leadership and realtionships with other adults. - Chapter 6 Role of the form tutor Alexandra Titchmarsh Grouping pupils for pastoral care; The role ofaform tutor; What does a form tutor do?; Preparationandorganisationfor,and runningof,yourform time; attributesand skillsof a good form tutor Chapter 7 Every teacher is a teacher of English Paul Gardner Text types; expectations at KS2; describing language; oral language; reading Chapter 8 Every student counts:learningmathematics across the curriculum Jennie Golding,RosalynHydeand Alison Clark-Wilson Nature of mathematics; curriculum; conceptions and misconceptions; representing mathematics; concrete - visual - abstract pedagogy; digital technologies; language for mathematics Chapter 9 Personal, Social, Health And Economic Education (PSHE) Natasha Bye-Brookes Defining PSHE education; Programme of Study; Delivering PSHE education; Planning for PSHE education. - Chapter 10 Becoming an inclusive educator: developing your practice as a mainstream teacher of pupils with SEND MarkPulsfordandSana Rizvi Building your knowledge base; Development of SEND in the UK; Definitions and areas of SEND; Models of disability; Understanding self and others; Inclusive practice; Chapter 11 Working to improve classroom climate and pupil behaviour Terry Haydn Learner behaviour; Classroom climate; Characteristics of teachers with excellence in behaviour management Chapter 12 Understandinglearners'primary experiences and transition Brian Matthews and Lyn Matthews Fundamentals of Primary Education; Transition; Teaching year 7; Implications for teaching Chapter 13 Learning beyond the classroom Mark Chidler andElizabeth Plummer Defining learning beyond the classroom; LBtC and the curriculum; LBtCand developing everyday classroom practice; Museums to support teaching and learning; Planning for LBtC; Professional Development Chapter 14 Improving pupil progress through - quality questioning and talk Nikki Booth Usingformative assessmentto enhance the quality of teacher-learnertalk; Taxonomies for higher-level thinking and talking: Bloom's and SOLO; Effective questioning; Chapter 15 Assessment, homework and marking Helen Cassady and Barry Harwood Accountability measures; Progress 8; Assessment 8; Marking; Homework Chapter 16 Making the curriculum your own Chris Shelton and Julia O'Kelly Understanding the school curriculum; How a subject curriculum is made; Designing the curriculum; The curriculum and your professional autonomy Chapter 17 Digital technologies: pedagogies and classroom practice AndrewCsizmadia Digital technologies; Digital pedagogies; ICT competence framework; Flipped learning; Gamification; Professional Learning. - Chapter 18 LEADERSHIP AND MANAGEMENT RachelPeckover School structures; Types of Leadership; Preparing for leadership: Competencies; Leadership development Chapter 19 Researching your teaching EiraWyn Patterson Developing your research design; Developing questions; Literature review; Research methodology; research methods and tools; ethics; data analysis Chapter 20 Looking after yourself and your professional development Derek Boyle Surviving; Wellbeing and the mentoring relationship; Self-realisation to actualisation; support networks; recognising your own indicators; coping strategies; mentoring moving to coaching; onwards and upwards Appendix 1 Glossary of terms Appendix 2 Subject associations and teaching councils Appendix 3 Useful websites Education, Secondary Teaching Capel, Susan Anne 1953- edt Lawrence, Julia Clare edt Leask, Marilyn 1950- edt Younie, Sarah 1967- edt Erscheint auch als Druck-Ausgabe 9781138489707 Erscheint auch als Druck-Ausgabe 9781138489691 DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032225633&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Surviving and thriving in the secondary school the NQT's essential companion Education, Secondary Teaching |
| title | Surviving and thriving in the secondary school the NQT's essential companion |
| title_auth | Surviving and thriving in the secondary school the NQT's essential companion |
| title_exact_search | Surviving and thriving in the secondary school the NQT's essential companion |
| title_exact_search_txtP | Surviving and thriving in the secondary school the NQT's essential companion |
| title_full | Surviving and thriving in the secondary school the NQT's essential companion edited by Susan Capel, Julia Lawrence, Marilyn Leask and Sarah Younie |
| title_fullStr | Surviving and thriving in the secondary school the NQT's essential companion edited by Susan Capel, Julia Lawrence, Marilyn Leask and Sarah Younie |
| title_full_unstemmed | Surviving and thriving in the secondary school the NQT's essential companion edited by Susan Capel, Julia Lawrence, Marilyn Leask and Sarah Younie |
| title_short | Surviving and thriving in the secondary school |
| title_sort | surviving and thriving in the secondary school the nqt s essential companion |
| title_sub | the NQT's essential companion |
| topic | Education, Secondary Teaching |
| topic_facet | Education, Secondary Teaching |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032225633&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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