What is included with this book?
Acknowledgements | p. vii |
Abbreviations | p. viii |
Beginning Training | p. 1 |
Learning to teach drama? | p. 1 |
Applying for initial teacher training (ITT) | p. 2 |
Preparing for the training programme | p. 10 |
Beginning the training programme | p. 10 |
Getting organized | p. 19 |
Trainees' progression towards QTS | p. 20 |
Subject-knowledge and Understanding | p. 23 |
Subject-knowledge | p. 23 |
Auditing subject-knowledge | p. 26 |
Information and communications technology | p. 31 |
Methodology and pedagogy | p. 34 |
Local contexts and national requirements | p. 43 |
Planning | p. 59 |
Planning | p. 59 |
Principles of planning | p. 60 |
Ingredients of planning | p. 67 |
Preparing and using resources | p. 68 |
Micro-teaching: planning parts of lessons | p. 71 |
Short term planning: individual lessons | p. 72 |
Medium term planning: units of work | p. 82 |
Long term planning: mapping the drama curriculum | p. 86 |
Evaluation and planning | p. 88 |
Managing the Drama Classroom | p. 91 |
Managing learning | p. 92 |
Approaches to classroom management | p. 95 |
Managerial functions of the drama teacher | p. 96 |
The classroom as theatre | p. 98 |
Preparation and organization | p. 101 |
Working in the classroom | p. 105 |
Coping with disaster | p. 120 |
Monitoring, Assessment, Recording, Reporting and Accountability | p. 123 |
Principles of assessment | p. 124 |
The context of assessment | p. 130 |
Monitoring and assessment | p. 133 |
Recording and reporting | p. 146 |
Accountability | p. 151 |
Standards, monitoring and accountability | p. 152 |
Working in Context: Professional Responsibilities | p. 155 |
Professionalism | p. 155 |
Equal opportunities in drama | p. 157 |
Legal obligations and responsibilities | p. 160 |
Drama and the community | p. 167 |
Extra-curricular drama | p. 173 |
Continuing professional development | p. 181 |
Working in Partnership: Mentors and Trainees | p. 184 |
Models of partnership | p. 184 |
The role of the mentor | p. 187 |
Models of mentoring | p. 188 |
Planning and structuring progression | p. 190 |
Mentors and trainees working together | p. 193 |
Managing trainees' learning opportunities | p. 195 |
Collaboration and teaching | p. 202 |
Reflecting on the craft of teaching | p. 203 |
Discussing ideas | p. 208 |
Reaching professional competence and beyond | p. 209 |
Transition | p. 214 |
Beyond initial teacher education | p. 214 |
Applying for jobs | p. 215 |
The Career Entry and Development Profile | p. 224 |
The induction programme | p. 228 |
Useful Websites | p. 234 |
References | p. 235 |
Further Reading | p. 238 |
Index | p. 241 |
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