Teaching: Challenges & Dilemmas

Front Cover
Thomson, 2006 - Teaching - 382 pages
2 Reviews
TEACHING: CHALLENGES AND DILEMMAS helps to answer essential questions such as how does one learn to become a teacher? How does one learn to be patient, analytical, inspirational, resourceful, creative, hopeful, ethical and courageous? How does one learn when to hold on and when to hold back, to do and undo? How does one learn that choosing to become a teacher is choosing a profession that is endlessly gratifying, but always incomplete? The text has a logical four part structure. Section one unfolds the nature of teachers' work, including ways in which it has been historically constructed and the ways in which it has changed. Section two explores learning, including learner diversity, the nature of learning, the learning environment and learning in changing times. Section three focuses on the effective teacher and the practical skills and competencies that are necessary for successful teaching and learning to occur. Section four is directed towards the assessment and reporting of student learning and to the forms of practitioner enquiry that will contribute to schools as knowledge-building organisations. An invaluable text for those who want to help students learn to become an outstanding teacher by focusing on developing the necessary competencies: communicating in the classroom, lesson planning, classroom management, learning about processes and responsibilities and learning about professional growth. The changing nature of teachers' work and the impact of social geography on the learning environment is also addressed. This text will also continue to be a useful resource for newly qualified teachers as they embark on their challenging career.

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TEACHING: CHALLENGES AND DILEMMAS
Book Reviewed by: S.Nazneen Waseem 18th January, 2011
Book Information:
• APA citation: Groundwater-Smith, Susan & Le Cornu, Rosie (Rosemary Jean) & Ewing
, Robyn (Robyn Ann), 1955- (2003). Teaching : challenges and dilemmas Thomson Learning, Southbank, Vic
• Publisher : South Melbourne, Vic. : Thomson.
• Second edition
• ISBN: 0-17-010798-1
• Publishing Editor: Rebekah Jardine-Williams
• No. Of Pages: 372
• Summary
• Provides an introduction to the theory and practice of teaching and is an invaluable guide to students as they learn how to become primary school teachers.
• Contents:
• 1. So you want to be a teacher!
• 2. The changing nature of teachers' work
• 3. Understanding learner diversity
• 4. The nature of learning: implications for curriculum design
• 5. The learning environment
• 6. Teaching and learning in a changing world
• 7. Teacher as learner
• 8. Planning and preparing for teaching
• 9. Communication in the educational environment
• 10. Managing the classroom learning environment
• 11. Investigating, assessing and reporting student learning
• 12. Practitioner enquiry for knowledge-building schools
• 13. Behaving ethically
• Review:
This book has been written to address the professional needs of those engaged in initial teacher education. This book is an intellectually challenging and practical guide for new teachers that emphasizes the demanding yet satisfying nature of a career in teaching.
Susan Groundwater smith, the writer of this book her professional background includes fifteen years of classroom practice, Susan has had a very strong and long–lasting commitment to teachers acting as researchers of their own practice. I reviewed this book because Susan’s ambition for teachers is that they walk tall and proud to be members of this profession.
This book helps to answer essential questions such as how does one learn to become a teacher? How does one learn to be patient, analytical, inspirational, resourceful, creative, hopeful, ethical and courageous? How does one learn when to hold on and when to hold back, to do and undo? This book also covers the class management issues which is a real issue sometimes faced by teacher and in this book, the author very correctly suggests;
“curriculum that seeks to promote problem-solving and meaningful learning must be aligned with an authoritative management system that increasingly allows students to operate as self-regulated and risk-taking learners”.
The book have thirteen chapters divided in three parts, Part A introduces how does one learn to become a teacher and also unfolds the nature of teachers work, Part B includes and helps to understand the nature of learning which includes learners diversity, learning in changing times; Part C helps to learn how to become an effective teacher and details the practical skills and competencies that are necessary for successful teaching and learning to occur, Part D includes evaluation, assessing and investigating students and teachers learning. This section also addresses teacher professionalism and ethical behavior.
In this book I also observe that, this book is to make the familiar strange to you( teachers) and the author ask to see schools and teachers’ work as anew, and as one can confirm that the teachers’ work is throughout a continuous learning process. The best part in the book was the development of code of ethics for teaching for which the last chapter of the book is wholly dedicated. Every profession has as implicit understandings among its members about what is right and proper which ultimately forms the ethical conduct of that profession so like other professions, the profession of teaching also holds certain codes of ethics which have been given in the book and based on respect, caring, integrity, diligence and open communication.
Each chapter of the book concludes with the modest set of proposals for ‘following through’ the major issues that have been
 

User Review - Flag as inappropriate

TEACHING: CHALLENGES AND DILEMMAS
Book Information:
• APA citation: Groundwater-Smith, Susan & Le Cornu, Rosie (Rosemary Jean) & Ewing, Robyn (Robyn Ann), 1955- (2003). Teaching : challenges and
dilemmas Thomson Learning, Southbank, Vic
• Publisher : South Melbourne, Vic. : Thomson.
• Second edition
• ISBN: 0-17-010798-1
• Publishing Editor: Rebekah Jardine-Williams
• Audience: General
• English : Language
• Cover Designer: Joanne Groud
• No. Of Pages: 372
• Summary
• Provides an introduction to the theory and practice of teaching and is an invaluable guide to students as they learn how to become primary school teachers.
• Contents:
• 1. So you want to be a teacher!
• 2. The changing nature of teachers' work
• 3. Understanding learner diversity
• 4. The nature of learning: implications for curriculum design
• 5. The learning environment
• 6. Teaching and learning in a changing world
• 7. Teacher as learner
• 8. Planning and preparing for teaching
• 9. Communication in the educational environment
• 10. Managing the classroom learning environment
• 11. Investigating, assessing and reporting student learning
• 12. Practitioner enquiry for knowledge-building schools
• 13. Behaving ethically
Review:
This book has been written to address the professional needs of those engaged in initial teacher education. This book is an intellectually challenging and practical guide for new teachers that emphasizes the demanding yet satisfying nature of a career in teaching.
Susan Groundwater smith, the writer of this book her professional background includes fifteen years of classroom practice, Susan has had a very strong and long–lasting commitment to teachers acting as researchers of their own practice. I reviewed this book because Susan’s ambition for teachers is that they walk tall and proud to be members of this profession.
This book helps to answer essential questions such as how does one learn to become a teacher? How does one learn to be patient, analytical, inspirational, resourceful, creative, hopeful, ethical and courageous? How does one learn when to hold on and when to hold back, to do and undo? This book also covers the class management issues which is a real issue sometimes faced by teacher and in this book, the author very correctly suggests;
“curriculum that seeks to promote problem-solving and meaningful learning must be aligned with an authoritative management system that increasingly allows students to operate as self-regulated and risk-taking learners”.
The book have thirteen chapters divided in three parts, Part A introduces how does one learn to become a teacher and also unfolds the nature of teachers work, Part B includes and helps to understand the nature of learning which includes learners diversity, learning in changing times; Part C helps to learn how to become an effective teacher and details the practical skills and competencies that are necessary for successful teaching and learning to occur, Part D includes evaluation, assessing and investigating students and teachers learning. This section also addresses teacher professionalism and ethical behavior.
In this book I also observe that, this book is to make the familiar strange to you( teachers) and the author ask to see schools and teachers’ work as anew, and as one can confirm that the teachers’ work is throughout a continuous learning process. The best part in the book was the development of code of ethics for teaching for which the last chapter of the book is wholly dedicated. Every profession has as implicit understandings among its members about what is right and proper which ultimately forms the ethical conduct of that profession so like other professions, the profession of teaching also holds certain codes of ethics which have been given in the book and based on respect, caring, integrity, diligence and open communication.
Each chapter of the book concludes with the modest set of proposals for ‘following through
 

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