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OverviewTeachers touch the lives of thousands of young people during their careers, inspiring and motivating learners to reach their maximum potential. In order to be able to do their jobs effectively, they need to understand the context within which they work and be able to reflect critically on what they do and why. If you are embarking on a career in teaching and the prospect of influencing the future through your work with young people is both exciting and daunting, then this is the book for you.The new edition is revised and updated throughout. It remains a unique and powerful combination of ideas, analysis, questions, answers and wisdom, with the combined professional experience of the editors and contributors providing a wealth of knowledge and opinion. Whilst the book’s philosophy remains the same, the addition of three new chapters on ‘education for sustainability’, ‘school effectiveness and improvement’, and ‘education policy’ - combined with eleven new contributors - provides fresh perspectives, ideas and issues for discussion. The book is divided into four main sections: First thoughtsPolicy, society and schoolingTeaching and learningAcross the curriculum It provides a broader context in which education sits by addressing fundamental areas such as classroom management, adolescence and assessment for learning, alongside practical advice and key issues to consider. Finally, the authors provide information about roles and responsibilities in areas including personal, social and health education, information technology, literacy and citizenship. Becoming a Teacher is inspiring reading for prospective, trainee and new teachers, tutors and mentors. Full Product DetailsAuthor: Justin Dillon , Meg MaguirePublisher: Open University Press Imprint: Open University Press Edition: 3rd edition Dimensions: Width: 17.50cm , Height: 2.70cm , Length: 24.60cm Weight: 0.862kg ISBN: 9780335221455ISBN 10: 0335221459 Pages: 392 Publication Date: 16 June 2007 Audience: College/higher education , Tertiary & Higher Education Format: Hardback Publisher's Status: Out of Print Availability: Awaiting stock  Table of ContentsNotes on Contributors Foreword to the 3rd editionIntroduction Section 1: First thoughts Developing as a beginning teacher On being a teacher Section 2: Policy, society and schooling Education policy and schooling Ideology, evidence and the raising of standards Values and schooling School effectiveness and improvement Reforming teachers and their work Growing teachers: Inspection, appraisal and the reflective practitioner Social justice in schools: engaging with equality Education, schools and cities Teachers and the law Section 3: Teaching and learning Adolescence Learning in and out of the classroom Classroom management Differentiation in theory and practice Setting, streaming and mixed ability teaching Assessment for learning Aiming for inclusion – removing barriers and building bridges English as an Additional Language: challenges of language and identity in the multilingual and multiethnic classroom Section 4: Across the curriculum Literacy Citizenship and citizenship education Spiritual education Personal, Social and Health Education Education, the environment and sustainability Information and communications technologies 14-19 education and the great divide Beyond the subject curriculum: the form tutor’s role What’s next? CPD and the whole schoolReviewsAuthor InformationJustin Dillon is Professor of Science and Environmental Education and Head of the Science and Technology Education Group at King's College London. He taught science in London schools for 10 years before joining King's in 1989. He has carried out research into children's ideas about science, science teachers' professional development needs and wants and learning beyond the classroom. He is President of the European Science Education Research Association and an editor of the International Journal of Science Education. Meg Maguire taught for many years in London schools, including a spell as a headteacher. She has a longstanding interest in the life and work of school-teachers, teacher education and with the challenges of inner-city schooling. Her publications include, Choice, Pathways and Transitions Post-16 (with Stephen Ball and Sheila Macrae, 2000) and The Urban Primary School (with Tim Wooldridge and Simon Pratt-Adams, 2006). Tab Content 6Author Website:Countries AvailableAll regions |
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