Teaching Teachers : Processes and Practices.

Teaching Teachers : Processes and Practices.

This book is a rich resource for all those who support the learning of teachers. These ''teachers of teachers'' (ToTs) may find themselves: Being responsible for staff development within the context of a school; Running a one-off workshop or a longer in-service programme; Teachin...

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Bibliographic Details
Main Author: Malderez, Angi
Other Authors: Wedell, Martin
Format: eBook
Language:English
Published: London : Bloomsbury Publishing, 2007.
Series:Practical Teaching Guides.
Subjects:
Teachers > In-service training.
School supervision.
EDUCATION > Essays.
EDUCATION > Organizations & Institutions.
EDUCATION > Reference.
School supervision
Teachers > In-service training
Lehrerfortbildung
USA
Online Access:Click for online access
Table of Contents:
  • Cover; Contents; Acknowledgements; Glossary; General Introduction; Who this book is for; Who we are; Why we have written this book; What''s in the book; Ways of using the book; If you are a (new) teacher of teachers; If you are involved in instigating educational reforms at a national or local level; If you are involved in dissemination of educational research findings; If you are responsible for an academic course on teacher education; If you are in a development group with other ToTs; What we mean by ''teachers'' (of teachers); Part 1 Preparing Yourself.
  • Introduction: Preparing your own thinking: why it matters1 What teachers need to learn; Introduction; 1.1 Possible goals for teacher learning; 1.2 A very quick look at ideas about teacher learning; 1.3 A story; 1.4 What ''good'' teachers know; 2 How teachers learn; 2.1 Knowing about (KA); 2.2 Knowing how (KH development); 2.3 Knowing to (KT); 2.4 Conditions for teacher learning; 3 Teachers learning from their own and others'' experience
  • putting it all together; Introduction; 3.1 Modes of mind.; 3.2 Towards a pendulum model; Conclusion; References; Further reading.
  • Part 2 Developing Programmes that Support Teacher Learning4 Designing your programme; Introduction; 4.1 Identifying needs; 4.2 Identifying programme aims; 4.3 The influence of context on design decisions; 5 Planning; 6 Preparation; 6.1 Concrete preparation; 6.2 Immediate ''preparation of self for teaching; 7 Working one-to-one; 7.1 Mentors and mentoring; 7.2 Mentoring: the design stage; 7.3 Mentoring: the planning stage; 7.4 Mentoring: concrete preparation; Conclusion; Materials and activities used in examples in Part 2; References; Further reading; Part 3 Developing as a Teacher of Teachers.
  • Introduction8 ToTs together; 8.1 ToT Development groups; 8.2 Some activities for ToTs together groups; 9 Working together to develop in-class teaching skills; 9.1 Team teaching; 9.2 Peer observation; 9.3 Teaching skill development in ToTs together groups; Conclusion; 10 Managing your development alone.; Conclusion: Making our engagement in our own ToT learning visible; References; Further reading; Part 4 Assessment and Evaluation; Introduction; 11 Assessing teachers and their teaching; Introduction; 11.1 What do we mean by assessment?; 11.2 Planning for assessment.; 11.3 Criteria development.
  • 11.4 Reasons to be cautious11.5 The gathering of evidence
  • focus on observation; 12 Evaluation; 12.1 Formal programme evaluation; 12.2 ToT self-evaluation of their own teaching; References; Further reading; Final thoughts; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W.

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