What is included with this book?
Acknowledgements | p. viii |
Glossary | p. ix |
General Introduction | p. xi |
Who this book is for | p. xi |
Who we are | p. xi |
Why we have written this book | p. xii |
What's in the book | p. xiii |
Ways of using the book | p. xiv |
If you are a (new) teacher of teachers | p. xiv |
If you are involved in instigating educational reforms at a national or local level | p. xv |
If you are involved in dissemination of educational research findings | p. xv |
If you are responsible for an academic course on teacher education | p. xv |
If you are in a development group with other ToTs | p. xv |
What we mean by 'teachers' (of teachers) | p. xv |
Preparing Yourself | p. 1 |
Introduction: Preparing your own thinking: why it matters | p. 3 |
What teachers need to learn | p. 6 |
Introduction | p. 6 |
Possible goals for teacher learning | p. 7 |
Producing 'good teachers' | p. 8 |
Producing/developing 'good teaching' | p. 9 |
Producing teaching professionals | p. 11 |
Teachers as reflective practitioners | p. 12 |
Technicists | p. 13 |
A very quick look at ideas about teacher learning | p. 14 |
A story | p. 15 |
What 'good' teachers know | p. 17 |
The content of teacher knowledge | p. 17 |
Types of teacher knowledge | p. 18 |
Types of knowledge and goals of teacher learning | p. 19 |
How teachers learn | p. 22 |
Knowing about (KA) | p. 22 |
Knowing how (KH development) | p. 23 |
Knowing to (KT) | p. 24 |
Conditions for teacher learning | p. 26 |
Resources and time | p. 26 |
Psycho-socio affective conditions | p. 26 |
Teachers learning from their own and others' experience - putting it all together | p. 30 |
Introduction | p. 30 |
Modes of mind | p. 31 |
Towards a pendulum model | p. 34 |
Conclusion | p. 38 |
References | p. 39 |
Further reading | p. 40 |
Developing Programmes that Support Teacher Learning | p. 43 |
Designing your programme | p. 45 |
Introduction | p. 45 |
Identifying needs | p. 46 |
Identifying programme aims | p. 51 |
The influence of context on design decisions | p. 54 |
Planning | p. 56 |
Preparation | p. 63 |
Concrete preparation | p. 63 |
Gathering materials | p. 64 |
Preparing detailed session plans | p. 65 |
Handouts and hand-ins | p. 77 |
Room arrangements | p. 79 |
Ensuring all necessary day-to-day facilities are in place and functioning | p. 80 |
Immediate 'preparation of self' for teaching | p. 82 |
Working one-to-one | p. 85 |
Mentors and mentoring | p. 85 |
Mentoring: the design stage | p. 90 |
Mentoring: the planning stage | p. 90 |
Mentoring: concrete preparation | p. 91 |
Conclusion | p. 93 |
Materials and activities used in examples in Part 2 | p. 94 |
References | p. 98 |
Further reading | p. 98 |
Developing as a Teacher of Teachers | p. 101 |
Introduction | p. 103 |
ToTs together | p. 105 |
ToT Development groups | p. 105 |
On group dynamics | p. 105 |
Some activities for ToTs together groups | p. 110 |
Sharing experiences of 'receiving training' | p. 110 |
Stories | p. 111 |
Our teaching teachers stories | p. 112 |
Reading groups | p. 114 |
Sharing tasks, activities, games and techniques | p. 115 |
Sharing handouts | p. 115 |
Writing group | p. 116 |
Working together to develop in-class teaching skills | p. 117 |
Team teaching | p. 117 |
Peer observation | p. 118 |
Teaching skill development in ToTs together groups | p. 119 |
The management of small-group work | p. 119 |
Scaffolding | p. 123 |
Listening | p. 127 |
Conclusion | p. 132 |
Managing your development alone | p. 133 |
Conclusion: Making our engagement in our own ToT learning visible | p. 135 |
References | p. 137 |
Further reading | p. 138 |
Assessment and Evaluation | p. 141 |
Introduction | p. 143 |
Assessing teachers and their teaching | p. 144 |
Introduction | p. 144 |
What do we mean by assessment? | p. 146 |
Planning for assessment | p. 149 |
Criteria development | p. 150 |
Reasons to be cautious | p. 156 |
The gathering of evidence - focus on observation | p. 159 |
Evaluation | p. 164 |
Formal programme evaluation | p. 165 |
ToT self-evaluation of their own teaching | p. 167 |
Formative evaluation | p. 167 |
Summative evaluation | p. 168 |
References | p. 170 |
Further reading | p. 170 |
Final thoughts | p. 172 |
Index | p. 175 |
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