Early Professional Development for Teachers
Frank Banks, Ann Shelton Mayes
Routledge, 2001 - Education - 400 pages
Early Professional Development has recently been recognized throughout the UK as a key area for improving the quality of teaching and learning in schools. All teachers need support to move from novice to expert. Set out here is a range of articles to help them achieve that goal. Included are practical strategies for investigating classrooms, ideas about teaching and learning, and key debates concerning professional development, all selected with the aim of moving classroom practice forward. This book offers teachers the opportunity to explore the latest debates on professional development as well as providing practical tips for use in the classroom, and is a rich resource for those teachers committed to developing their teaching for the benefit of their pupils.
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achievement activities Ann Shelton appraisal areas assessment behaviour beneﬁt brain career CBTD Chapter characteristics collaborative community of practice competences context culture curriculum David Fulton deﬁned deﬁnition Department for Education difﬁculty Educational Research effective teaching Employment DfEE evaluation evidence evidence-based example experience expert teachers Falmer Press feedback ﬁeld ﬁnd ﬁndings ﬁrst focus Hargreaves Hay McBer identiﬁed individual inﬂuence initial teacher intelligence interaction involved Journal Key Stage knowledge learners learning styles lesson London mathematics mentoring monitoring Multiple Intelligences National National Curriculum neo-cortex observation OFSTED one’s Open University opportunities organisation outcomes participation pedagogical performance perspective planning practitioner action research primary problems programme pupils questions recognise reﬂection role signiﬁcant social speciﬁc standards talk teacher development teacher education Teacher Training Teacher Training Agency teaching and learning teaching skills theories thinking understanding writing