Drawing on practical classroom experience and research, this book examines the nature of professional learning throughout teaching careers, grounded in the culture, research and practice of one school subject. It explores history student teacher learning, focusing on practical strategies for school based mentoring in history.
* How can experienced history teachers help both beginning teachers and other members of the history department to develop and improve their practice?
* How do history departments improve and develop?
* What is distinctive about history teaching and learning?
Recent research has placed emphasis on both the continuum of teacher learning from initial training to continuing professional development and the importance of subject knowledge in classroom effectiveness. This innovative book draws these issues together: it examines the nature of professional learning throughout teaching careers, grounded in the culture, research and practice of one school subject. It begins by examining history student teacher learning, focusing on practical strategies for school based mentoring in history.
The second section examines the nature of history teacher development in the first year of teaching whilst the third links individual and department development explicitly to classroom effectiveness.
Throughout, the book draws on practical classroom experience and recent research, providing both specific case study examples and generalisable arguments.
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"...a magnificent achievement to get 14 practitioners to write 14 solid pieces about their art." - Association of Commonwealth Universities Bulletin of Current Documentation "Leads us to take stock of what we are about and where we have come from. It encourages us to lift our eyes from our areas of specialism andsee the totality of the challenge ofmanaging our extraordinary institutions." - Perspectives "I do not knowof any other book, written by practitioners, that presents such a complete, easy-to-read and stimulating overview of the administrative side of ourenterprise." - Tertiary Education and Management "...a useful contemporary overview of managing support services in British higher education." - Studies in Higher Education "The Davids Warner and Palfreyman have assembled a wide gathering of working university administrative practitioners who in turn bring a galaxy of wisdom and advice in this much needed handbook onuniversity management." - Higher Education Review
About Anna Pendry
Anna Pendry is at the Department of Educational Studies at the University of Oxford. Chris Husbands is at the Institute of Education, University of Warwick. James Arthur and Jon Davison are in the Department of Education at Canterbury Christ Church College.
Table of Contents
Preface Introduction learning in history classrooms
Part one: Initial teacher education
Learning to teach history Mentoring student teachers Observation and discussion Assessment
Part two: Induction
The induction of newly qualified history teachers Mentoring and history teacher development during the first year of teaching
Part three: Continued professional development
Continued professional development opportunities and constraints Developing history teachers and history teaching case studies in professional learning Conclusion history teaching, classroom learning and professional development References Index.
History Teachers in the Making by Anna Pendry
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