Thinking Through Teaching

by Hart,Susan

• ISBN13: 9781853466281
• ISBN10: 185346628X
• eBook ISBN(s): 9781136624179
• Format: Nonspecific Binding
• Copyright: 2000-05-03
• Publisher: David Fulton Pub
• More Book Details

Summary

This book offers a challenging new approach to enhancing children's learning through a process of reflective analysis called 'innovative thinking'. With practical examples drawn from a variety of learning contexts, the authors provide a framework for reviewing and reflecting on classroom experience, focusing particularly on those aspects of teaching and learning that are surprising, puzzling or worrying. This book outlines a series of steps that will help teachers generate new ideas and practical strategies to guide the development of their work, and offers an approach which emphasises strategies that can be incorporated into teachers' work with the whole class, and to the potential benefit of all children. The book illustrates how 'innovative thinking' can particularly assist teachers in enhancing the learning and inclusion of individual children whose classroom responses give cause for concern. Any teacher eager to put new learning strategies into practice will be encouraged and inspired by this groundbreaking book.

Author Biography

Susan Hart is a Lecturer in Education at the School of Education, University of Cambridge.

Table of Contents

Acknowledgements	ix
Introduction	xiii
Section 1: Teacher Early Professional Development: the context	1	(97)
Teacher early professional development: the context	1	(11)
Frank Banks
Ann Shelton Mayes
Malcolm Oakes
Dennis Sutton
Professional development in schools	12	(8)
Sonia Blandford
Teacher expertise	20	(7)
David Berliner
How do expert teachers view themselves?	27	(14)
Brigitte A. Rollett
The meaning of teacher professionalism in a quality control era	41	(13)
Anne Storey
Steven Hutchinson
Competence-based teacher education: approaches and issues	54	(10)
Geoff Whitty
Elizabeth Willmott
National standards for teachers: twenty-first century possibilities for professional development	64	(7)
Ann Shelton Mayes
What makes change work for teachers	71	(7)
Michael G. Fullan
Performance review: opportunities for teachers in the early stage of their career	78	(6)
Anne Storey
Working with others to develop professional practice	84	(14)
Hilary Burgess
Section 2: Teaching for Learning	98	(175)
Learning perspectives on the teachers' task	98	(8)
Bob Moon
What the most recent brain research tells us about learning	106	(27)
Alistair Smith
The theory of multiple intelligences	133	(9)
Howard Gardner
Dialogues for teaching and learning	142	(17)
Neil Mercer
Lyn Dawes
The strategies to accelerate learning in the classroom	159	(19)
Alistair Smith
Effective teaching: practical outcomes from research	178	(15)
Alma Harris
Research into teacher effectiveness	193	(17)
Hay McBer
Learning more about learning improves teacher effectiveness	210	(16)
John Munro
Matching teaching to learning	226	(21)
John Beresford
Pupils' voices: discerning views on teacher effectiveness	247	(13)
Jane Devereux
Vernacular pedagogy	260	(13)
David McNamara
Section 3: The Classroom Teacher and School-based Research	273	(122)
Teaching as an evidence-based profession	273	(24)
Elizabeth Bird
Action research as a professional ideal	297	(3)
Richard Winter
Why are class teachers reluctant to become researchers?	300	(17)
Roger Hancock
Classroom-based teacher development	317	(15)
Dennis Thiessen
Sustaining improvement through practitioner action research	332	(13)
Hilary Burgess
Exploring the value of action-research methodologies: three case studies	345	(19)
Jane Devereux
Ian Eyres
Mike Price
Learning through reflection	364	(15)
Jennifer Moon
Teaching's long revolution: from ivory towers to networked communities of practice	379	(16)
Jenny Leach
Index	395