Overview

What are the 'instincts' of a good teacher? Can they be taught? Good teachers use good techniques and routines, but techniques and routines alone do not produce good teaching. The real art of teaching lies in teachers' professional judgement because in teaching there is seldom one ""right answer"". This combination of experience, flexibility, informed opinion and constant self-monitoring is not easy to acquire, but in this re-released classic edition of Critical Incidents in Teaching -- in print since 1993 and which includes a new introduction from the author - David Tripp shows how teachers can draw on their own classroom experience to develop it. In this practical and unique guide, the author offers a range of strategies for approaching critical incidents and gives advice on how to develop a critical incident file. Illustrated with numerous classroom examples for discussion and reflection, Critical Incidents in Teaching is for everyone concerned with the development of professionalism in teaching. Although aimed at teachers who want to improve their own practice and pass on their expertise to others, it is also part of David's long term agenda to improve the public status of teaching and to encourage more inductive research in education; he sees classrooms as situations to be explained rather than as places in which to apply theories developed in other disciplines.

Full Product Details

Author:   David Tripp (Murdoch University, Australia)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Edition:   Classic ed
Dimensions:   Width: 15.60cm , Height: 1.30cm , Length: 23.40cm
Weight:   0.360kg
ISBN:  

9780415686273

ISBN 10:   041568627
Pages:   166
Publication Date:   24 October 2011
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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David Tripp retired from his full-time position in the School of Education, Murdoch University, Western Australia in 2007, and is now consulting in action inquiry processes in professional and organizational change and development. With a background in Secondary teaching and a Cambridge doctorate, David has published widely in the field of teacher education, professional development, and qualitative research, has been an expert witness at two Australian government inquiries, lectured and held visiting positions in a number of countries from the UK to Mongolia, Canada to Singapore, and is an Associate Editor of the Educational Action Research Journal.

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