Initial Teacher Education in Schools

A Guide for Practitioners

Inbunden, Engelska, 2014

Av Carey Philpott, Helen Scott, Carrie Mercier

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Successfully establishing initial teacher education courses in schools requires a careful understanding of what it means to train someone to teach. This book provides guidance on how teacher training can be effective in school-based settings. Essential practical issues are covered including, recruitment, pastoral care and the organization of academic components of a course. It also covers conceptual topics such as:

what makes a good mentor?
models of learning suitable for teacher education
the role of evidence-based teaching in a practical setting

Examples from existing primary and secondary school-based programmes explore good practice and show how challenges to developing courses can be overcome.

Produktinformation

Utgivningsdatum2014-08-11
Mått170 x 242 x 15 mm
Vikt480 g
FormatInbunden
SpråkEngelska
Antal sidor200
Upplaga1
FörlagSAGE Publications
ISBN9781446275849

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Lärarutbildning inom Psykologi och pedagogik

Introduction - Carey Philpott, Helen Scott and Carrie MercierGetting selection processes right - Kathryn Fox and Patrick SmithModels of professional learning and what they mean for those working with teachers - Carey PhilpottEffective professional learning - Gail FullerWhat is the difference between mentoring and coaching? - Helen ScottWhy is the academic component of ITE important and how do we organize it? - Nigel AppletonThe assessment of student teachers - Carrie MercierHow do you create synergy between different school priorities? - Simon AsquithInitial teacher education and staff development - Alison ChapmanHow can action research be used to enhance school-based ITE? - Carey PhilpottPastoral care for student teachers - Robert Heath and Carey PhilpottConclusion - Carey Philpott, Helen Scott and Carrie Mercier

′With increasing numbers of trainee teachers on school based programs, it is of paramount importance that schools address the needs of the individual holistically. This book outlines an effective blueprint for doing this. Whilst it acknowledges that the answers are many and varied, it is invaluable in signposting the key questions that training providers need to be asking of themselves and the trainees they are working with.′