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OverviewTeacher education is currently the subject of widespread political debate and radical reform. There is, however, very little recent empirical evidence about what actually happens on teacher training courses and in the first year of teaching. The Leverhulme Primary Project reported here looks in detail at the experience of all the student teachers on one post graduate primary teacher training course and of those responsible for them in their university and in school. It tracks them as they work to acquire the appropriate subject and pedagogical knowledge and as their own attitudes and beliefs about teaching develop through the course. A final section follows some of the students through their first year as qualified teachers. The aim throughout the book is to define the basic teaching competences and to show how these relate to the knowledge bases with which novice teachers enter the profession. More people than ever before now have some responsibility, whether in higher education or in schools for the training of teachers. None of them can afford to ignore the fresh insights into how teachers are made contained in this book. Full Product DetailsAuthor: Neville Bennett , Clive CarrePublisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.60cm , Height: 1.90cm , Length: 23.40cm Weight: 0.470kg ISBN: 9780415083102ISBN 10: 0415083109 Pages: 256 Publication Date: 22 April 1993 Audience: College/higher education , General/trade , Tertiary & Higher Education , General Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents1 Knowledge bases for learning to teach 2 Performance in subject-matter knowledge in science 3 Performance in subject-matter knowledge in mathematics 4 Student-teachers’ knowledge and beliefs about language 5 General beliefs about teaching and learning 6 Learning to teach—the impact of curriculum courses 7 Theory into practice 8 The purpose and impact of school-based work: the supervisor’s role 9 The purpose and impact of school-based work: the class teacher’s role 10 Knowledge bases and teaching performance 11 Case studies in learning to teach 12 The first year of teaching 13 Learning to teachReviewsAuthor InformationNeville Bennett is Professor of Primary Education at the University of Exeter and co-director of the Leverhulme Primary Project. His publications include Teaching Styles and Pupil Progress (1976), The Quality of Pupil Learning Experiences (with Charles Desforges, Anne Cockburn and Betty Wilkinson, 1984), A Good Start? Four Year Olds in Infant School (with Joy Kell, 1989) and Talking and Learning in Groups (with Elisabeth Dunne; Routledge, 1990), part of the Leverhulme Primary Project Classroom Skills series of notebooks. Clive Carré is coordinator of the Leverhulme Primary Project and editor of the Leverhulme Primary Project Classroom Skills series. His publications include Language Teaching and Learning in Science (1981) and Visual Communication in Science: Learning through Sharing Images (with D. Barlex, 1985). Tab Content 6Author Website:Countries AvailableAll regions |
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