Beginning teachers' learning :: making experience count /
Draws on individual case studies and up to date research to explains how teacher educators can equip beginning teachers to learn much more effectively in school.
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Norwich [England] :
Critical Publishing,
2015.
|
| Schriftenreihe: | Critical guides for teacher educators.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Draws on individual case studies and up to date research to explains how teacher educators can equip beginning teachers to learn much more effectively in school. |
| Beschreibung: | 1 online resource (74 pages) |
| Bibliographie: | Includes bibliographical references at the end of each chapters and index. |
| ISBN: | 9781910391204 1910391204 9781910391198 1910391190 |
Internformat
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| 245 | 1 | 0 | |a Beginning teachers' learning : |b making experience count / |c Katharine Burn, Hazel Hagger, Trevor Mutton. |
| 264 | 1 | |a Norwich [England] : |b Critical Publishing, |c 2015. | |
| 264 | 4 | |c ©2015 | |
| 300 | |a 1 online resource (74 pages) | ||
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| 490 | 1 | |a Critical Guides for Teacher Educators | |
| 504 | |a Includes bibliographical references at the end of each chapters and index. | ||
| 588 | 0 | |a Online resource; title from PDF title page (ebrary, viewed May 29, 2015). | |
| 505 | 0 | |a Cover; Half-title; Title page; Copyright information; Table of contents; About the series editor; Foreword; Chapter 1 Introduction: learning from experience; The ideal beginner; Case studies of more complex trajectories; The DEBT project; Case Study 1 Limiting the vision to reduce the challenge: Rhiannon; Questions raised by Rhiannon's experience; Case Study 2 Desperate to prove herself and devastated by 'failure': Anita; Questions raised by Anita's experience; Case Study 3 Early competence but restricted growth: Rob; Questions raised by Rob's experience. | |
| 505 | 8 | |a Key questions addressed by this bookChapter 2 What are the challenges of learning to teach?; The complexity of teaching; The range of knowledge that teachers need; 1. Knowledge of learners and learning; 2. Knowledge of subject matter and curriculum goals; 3. Knowledge of teaching; The importance of interpretation and judgement; The complexity of the classroom; Reconciling competing concerns; The distinctive challenges of learning to teach; Professional knowledge has to be enacted; Simple rules of thumb are not enough; Expertise revealed in practice is difficult to articulate. | |
| 505 | 8 | |a Asking critical questions demands both sensitivity and self-awarenessSustaining a dual identity as teacher and learner; Chapter 3 What do we know about beginning teachers as learners?; The impact of beginning teachers' preconceptions; Preconceptions shaping beginners' views of what they need to learn; Preconceptions about the best ways of learning to teach; Typical trajectories?; Common stages in beginning teachers' development; The limitations of conventional stage theories of development; An early focus on pupil learning; Simultaneous rather than sequential concerns. | |
| 505 | 8 | |a The different dimensions of learning from experienceCurrent dispositions rather than fixed characteristics; Aspiration; Intentionality; Frame of reference; Response to feedback; Attitude to context; An emotional journey; Chapter 4 How can we help beginning teachers to become more effective learners?; Eliciting trainees' preconceptions; Structuring trainees' access to the curriculum of initial teacher education; A learning timetable -- not simply a teaching schedule; Engagement in collaborative planning and teaching; Careful progression in lesson feedback and evaluation. | |
| 505 | 8 | |a Focused observation of experienced teachers' practiceConsulting pupils about their experience of learning; Sustaining the trainee's dual identity as teacher and learner; Promoting a deliberative approach towards learning from experience; Expanding trainees' frames of reference; References; Index. | |
| 520 | |a Draws on individual case studies and up to date research to explains how teacher educators can equip beginning teachers to learn much more effectively in school. | ||
| 650 | 0 | |a Teachers |x Training of. |0 http://id.loc.gov/authorities/subjects/sh85132999 | |
| 650 | 0 | |a Teachers |x In-service training. |0 http://id.loc.gov/authorities/subjects/sh85132968 | |
| 650 | 0 | |a Mentoring in education. |0 http://id.loc.gov/authorities/subjects/sh86003460 | |
| 650 | 6 | |a Enseignants |x Formation. | |
| 650 | 6 | |a Enseignants |x Formation en cours d'emploi. | |
| 650 | 6 | |a Mentorat en éducation. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Mentoring in education |2 fast | |
| 650 | 7 | |a Teachers |x In-service training |2 fast | |
| 650 | 7 | |a Teachers |x Training of |2 fast | |
| 700 | 1 | |a Hagger, Hazel, |e author. | |
| 700 | 1 | |a Mutton, Trevor, |e author. | |
| 776 | 0 | 8 | |i Print version: |a Burn, Katharine. |t Beginning teachers' learning : making experience count. |d Norwich, [England] : Critical Publishing, ©2015 |h viii, 64 pages |k Critical guides for teacher educators. |z 9781910391174 |
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Datensatz im Suchindex
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| adam_text | |
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| author | Burn, Katharine Hagger, Hazel Mutton, Trevor |
| author_facet | Burn, Katharine Hagger, Hazel Mutton, Trevor |
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| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1707 |
| callnumber-raw | LB1707 .B876 2015eb |
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| contents | Cover; Half-title; Title page; Copyright information; Table of contents; About the series editor; Foreword; Chapter 1 Introduction: learning from experience; The ideal beginner; Case studies of more complex trajectories; The DEBT project; Case Study 1 Limiting the vision to reduce the challenge: Rhiannon; Questions raised by Rhiannon's experience; Case Study 2 Desperate to prove herself and devastated by 'failure': Anita; Questions raised by Anita's experience; Case Study 3 Early competence but restricted growth: Rob; Questions raised by Rob's experience. Key questions addressed by this bookChapter 2 What are the challenges of learning to teach?; The complexity of teaching; The range of knowledge that teachers need; 1. Knowledge of learners and learning; 2. Knowledge of subject matter and curriculum goals; 3. Knowledge of teaching; The importance of interpretation and judgement; The complexity of the classroom; Reconciling competing concerns; The distinctive challenges of learning to teach; Professional knowledge has to be enacted; Simple rules of thumb are not enough; Expertise revealed in practice is difficult to articulate. Asking critical questions demands both sensitivity and self-awarenessSustaining a dual identity as teacher and learner; Chapter 3 What do we know about beginning teachers as learners?; The impact of beginning teachers' preconceptions; Preconceptions shaping beginners' views of what they need to learn; Preconceptions about the best ways of learning to teach; Typical trajectories?; Common stages in beginning teachers' development; The limitations of conventional stage theories of development; An early focus on pupil learning; Simultaneous rather than sequential concerns. The different dimensions of learning from experienceCurrent dispositions rather than fixed characteristics; Aspiration; Intentionality; Frame of reference; Response to feedback; Attitude to context; An emotional journey; Chapter 4 How can we help beginning teachers to become more effective learners?; Eliciting trainees' preconceptions; Structuring trainees' access to the curriculum of initial teacher education; A learning timetable -- not simply a teaching schedule; Engagement in collaborative planning and teaching; Careful progression in lesson feedback and evaluation. Focused observation of experienced teachers' practiceConsulting pupils about their experience of learning; Sustaining the trainee's dual identity as teacher and learner; Promoting a deliberative approach towards learning from experience; Expanding trainees' frames of reference; References; Index. |
| ctrlnum | (OCoLC)912320318 |
| dewey-full | 370.711 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.711 |
| dewey-search | 370.711 |
| dewey-sort | 3370.711 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-4-EBA-ocn912320318 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:41Z |
| institution | BVB |
| isbn | 9781910391204 1910391204 9781910391198 1910391190 |
| language | English |
| oclc_num | 912320318 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (74 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | Critical Publishing, |
| record_format | marc |
| series | Critical guides for teacher educators. |
| series2 | Critical Guides for Teacher Educators |
| spelling | Burn, Katharine, author. Beginning teachers' learning : making experience count / Katharine Burn, Hazel Hagger, Trevor Mutton. Norwich [England] : Critical Publishing, 2015. ©2015 1 online resource (74 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Critical Guides for Teacher Educators Includes bibliographical references at the end of each chapters and index. Online resource; title from PDF title page (ebrary, viewed May 29, 2015). Cover; Half-title; Title page; Copyright information; Table of contents; About the series editor; Foreword; Chapter 1 Introduction: learning from experience; The ideal beginner; Case studies of more complex trajectories; The DEBT project; Case Study 1 Limiting the vision to reduce the challenge: Rhiannon; Questions raised by Rhiannon's experience; Case Study 2 Desperate to prove herself and devastated by 'failure': Anita; Questions raised by Anita's experience; Case Study 3 Early competence but restricted growth: Rob; Questions raised by Rob's experience. Key questions addressed by this bookChapter 2 What are the challenges of learning to teach?; The complexity of teaching; The range of knowledge that teachers need; 1. Knowledge of learners and learning; 2. Knowledge of subject matter and curriculum goals; 3. Knowledge of teaching; The importance of interpretation and judgement; The complexity of the classroom; Reconciling competing concerns; The distinctive challenges of learning to teach; Professional knowledge has to be enacted; Simple rules of thumb are not enough; Expertise revealed in practice is difficult to articulate. Asking critical questions demands both sensitivity and self-awarenessSustaining a dual identity as teacher and learner; Chapter 3 What do we know about beginning teachers as learners?; The impact of beginning teachers' preconceptions; Preconceptions shaping beginners' views of what they need to learn; Preconceptions about the best ways of learning to teach; Typical trajectories?; Common stages in beginning teachers' development; The limitations of conventional stage theories of development; An early focus on pupil learning; Simultaneous rather than sequential concerns. The different dimensions of learning from experienceCurrent dispositions rather than fixed characteristics; Aspiration; Intentionality; Frame of reference; Response to feedback; Attitude to context; An emotional journey; Chapter 4 How can we help beginning teachers to become more effective learners?; Eliciting trainees' preconceptions; Structuring trainees' access to the curriculum of initial teacher education; A learning timetable -- not simply a teaching schedule; Engagement in collaborative planning and teaching; Careful progression in lesson feedback and evaluation. Focused observation of experienced teachers' practiceConsulting pupils about their experience of learning; Sustaining the trainee's dual identity as teacher and learner; Promoting a deliberative approach towards learning from experience; Expanding trainees' frames of reference; References; Index. Draws on individual case studies and up to date research to explains how teacher educators can equip beginning teachers to learn much more effectively in school. Teachers Training of. http://id.loc.gov/authorities/subjects/sh85132999 Teachers In-service training. http://id.loc.gov/authorities/subjects/sh85132968 Mentoring in education. http://id.loc.gov/authorities/subjects/sh86003460 Enseignants Formation. Enseignants Formation en cours d'emploi. Mentorat en éducation. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Mentoring in education fast Teachers In-service training fast Teachers Training of fast Hagger, Hazel, author. Mutton, Trevor, author. Print version: Burn, Katharine. Beginning teachers' learning : making experience count. Norwich, [England] : Critical Publishing, ©2015 viii, 64 pages Critical guides for teacher educators. 9781910391174 Critical guides for teacher educators. http://id.loc.gov/authorities/names/no2015068402 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=993007 Volltext |
| spellingShingle | Burn, Katharine Hagger, Hazel Mutton, Trevor Beginning teachers' learning : making experience count / Critical guides for teacher educators. Cover; Half-title; Title page; Copyright information; Table of contents; About the series editor; Foreword; Chapter 1 Introduction: learning from experience; The ideal beginner; Case studies of more complex trajectories; The DEBT project; Case Study 1 Limiting the vision to reduce the challenge: Rhiannon; Questions raised by Rhiannon's experience; Case Study 2 Desperate to prove herself and devastated by 'failure': Anita; Questions raised by Anita's experience; Case Study 3 Early competence but restricted growth: Rob; Questions raised by Rob's experience. Key questions addressed by this bookChapter 2 What are the challenges of learning to teach?; The complexity of teaching; The range of knowledge that teachers need; 1. Knowledge of learners and learning; 2. Knowledge of subject matter and curriculum goals; 3. Knowledge of teaching; The importance of interpretation and judgement; The complexity of the classroom; Reconciling competing concerns; The distinctive challenges of learning to teach; Professional knowledge has to be enacted; Simple rules of thumb are not enough; Expertise revealed in practice is difficult to articulate. Asking critical questions demands both sensitivity and self-awarenessSustaining a dual identity as teacher and learner; Chapter 3 What do we know about beginning teachers as learners?; The impact of beginning teachers' preconceptions; Preconceptions shaping beginners' views of what they need to learn; Preconceptions about the best ways of learning to teach; Typical trajectories?; Common stages in beginning teachers' development; The limitations of conventional stage theories of development; An early focus on pupil learning; Simultaneous rather than sequential concerns. The different dimensions of learning from experienceCurrent dispositions rather than fixed characteristics; Aspiration; Intentionality; Frame of reference; Response to feedback; Attitude to context; An emotional journey; Chapter 4 How can we help beginning teachers to become more effective learners?; Eliciting trainees' preconceptions; Structuring trainees' access to the curriculum of initial teacher education; A learning timetable -- not simply a teaching schedule; Engagement in collaborative planning and teaching; Careful progression in lesson feedback and evaluation. Focused observation of experienced teachers' practiceConsulting pupils about their experience of learning; Sustaining the trainee's dual identity as teacher and learner; Promoting a deliberative approach towards learning from experience; Expanding trainees' frames of reference; References; Index. Teachers Training of. http://id.loc.gov/authorities/subjects/sh85132999 Teachers In-service training. http://id.loc.gov/authorities/subjects/sh85132968 Mentoring in education. http://id.loc.gov/authorities/subjects/sh86003460 Enseignants Formation. Enseignants Formation en cours d'emploi. Mentorat en éducation. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Mentoring in education fast Teachers In-service training fast Teachers Training of fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85132999 http://id.loc.gov/authorities/subjects/sh85132968 http://id.loc.gov/authorities/subjects/sh86003460 |
| title | Beginning teachers' learning : making experience count / |
| title_auth | Beginning teachers' learning : making experience count / |
| title_exact_search | Beginning teachers' learning : making experience count / |
| title_full | Beginning teachers' learning : making experience count / Katharine Burn, Hazel Hagger, Trevor Mutton. |
| title_fullStr | Beginning teachers' learning : making experience count / Katharine Burn, Hazel Hagger, Trevor Mutton. |
| title_full_unstemmed | Beginning teachers' learning : making experience count / Katharine Burn, Hazel Hagger, Trevor Mutton. |
| title_short | Beginning teachers' learning : |
| title_sort | beginning teachers learning making experience count |
| title_sub | making experience count / |
| topic | Teachers Training of. http://id.loc.gov/authorities/subjects/sh85132999 Teachers In-service training. http://id.loc.gov/authorities/subjects/sh85132968 Mentoring in education. http://id.loc.gov/authorities/subjects/sh86003460 Enseignants Formation. Enseignants Formation en cours d'emploi. Mentorat en éducation. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Mentoring in education fast Teachers In-service training fast Teachers Training of fast |
| topic_facet | Teachers Training of. Teachers In-service training. Mentoring in education. Enseignants Formation. Enseignants Formation en cours d'emploi. Mentorat en éducation. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Mentoring in education Teachers In-service training Teachers Training of |
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