the good teacher dominant discourses in teacher education

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The Good Teacher

Author : Alex Moore
ISBN : 0415335647
Genre : Education
File Size : 79. 54 MB
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Moore's insightful text explores and makes better sense of professional practice by examining that practice in the context of popular views. The book identifies and elaborates three dominant discourses of good teaching: * the competent craftsperson, currently favoured by central governments * the reflective practitioner, which continues to get widespread support among teacher trainers and educators * the charismatic subject, whose popular appeal is evidenced in filmic and other media representations of teaching. All of these are critiqued on the basis of their capacity both to help and to hinder improved practice and understandings of practice. In particular, it is argued that the discourses all have a tendency, if not checked, to over-emphasise the individual teacher's or student teacher's responsibility for successful and unsuccessful classroom encounters, and to understate the role of the wider society and education system in such successes and failures. Winner of a Society for Education Studies book prize in 2005, this is a well-informed source of advice and support for teachers and anyone considering teaching as a career.

The Pedagogy Of Protest

Author : Brendan Walsh
ISBN : 3039109413
Genre : Education
File Size : 68. 97 MB
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This book provides the first complete account of Patrick Pearse's educational work at St. Enda's and St. Ita's schools (Dublin). Extensive use of first-hand accounts reveals Pearse as a humane, energetic teacher and a forward-looking and innovative educational thinker. Between 1903 and 1916 Pearse developed a new concept of schooling as an agency of radical pedagogical and social reform, later echoed by school founders such as Bertrand Russell. This placed him firmly within the tradition of radical educational thought as articulated by Paulo Freire and Henry Giroux. The book examines the tension between Pearse's work and his increasingly public profile as an advocate of physical force separatism and, by employing previously unknown accounts, questions the perception that he influenced his students to become active supporters of militant separatism. The book describes the later history of St. Enda's, revealing the ambivalence of post-independence administrations, and shows how Pearse's work, which has long been neglected by historians, has had a direct influence on a later generation of school founders up to the present.

Reconstructing Teacher Education

Author : John Elliott
ISBN : 0750701285
Genre : Education
File Size : 52. 45 MB
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Teacher Education In Australia Investigations Into Programming Practicum And Partnership

Author : David E. Lynch
ISBN : 9781300831631
Genre : Education
File Size : 33. 20 MB
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Becoming An Effective Teacher

Author : Paul Stephens
ISBN : 0748719350
Genre : Teachers
File Size : 81. 83 MB
Format : PDF
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Written for student and practising teachers, this book takes into full account the shift in initial training from colleges to schools.

Educational Psychology

Author : Suzanne Gallagher
ISBN : STANFORD:36105114353381
Genre : Education
File Size : 36. 22 MB
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Annotation With over a quarter century experience as an elementary school teacher and administrator, Gallagher (education, Gwynedd-Mercy College, Pennsylvania) argues that educational psychology is not a neutral, objective, and scientifically validated body of knowledge, but is, like all knowledge, the result of social processes. She worries that students of teaching are not learning about it, but merely being enculturated into its most banal conventions. Annotation (c)2003 Book News, Inc., Portland, OR (

Reflective Teaching In Schools

Author : Andrew Pollard
ISBN : 9781350032958
Genre : Education
File Size : 51. 8 MB
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The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in both primary and secondary settings. For this new edition Andrew Pollard has worked with the same core author team to bring you expert guidance from top practitioners, in the form of a text that is both cohesive and that continues to evolve to meet the needs of today's teachers. It is designed for trainees whether in universities or schools (such as School Direct, SCITT). Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - 10 Lesson Study cases illustrate the impact this approach can have on classroom teaching, whether in a city Primary School or rural Secondary Academy - 10 Toolkit Evidence summaries based on the Sutton Trust-EEF Teaching and Learning Toolkit cover topics like collaborative learning - New Reflective Activities and guidance on Key Readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK provides a treasure trove of additional support. It now includes a new chapter on mentoring, a glossary to help decipher the difference between IEP and LAP, and much more.

Pedagogies For Development

Author : Arathi Sriprakash
ISBN : 9789400726697
Genre : Education
File Size : 23. 79 MB
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Pedagogies for Development takes a sociological approach to examine the introduction of child-centred education in contemporary Indian policy and school contexts. It investigates the promise of democratic learning in development discourses to ask how far child-centred models can address poverty and social inequalities in rural Indian communities. Drawing on in-depth ethnographic research conducted in the south Indian state of Karnataka, the book offers a multi-level analysis of international, national and state education practices of pedagogic reform. The book contributes to pressing debates about how ‘quality’ education should be conceptualised and assessed in development contexts, and brings into focus the assumptions which associate schooling to social justice.

The Affected Teacher

Author : Alex Moore
ISBN : 1138784028
Genre : Teachers
File Size : 29. 40 MB
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At a time when teaching and learning policy too often presents itself in a simplistic input-output language of measurable targets and objectives, The Affected Teacher explores the role played by emotionality in how professional life is experienced by school teachers. The book argues that, in the very highly organised and structured social spaces of public institutions, emotionality - or, more precisely, all that is included in the concept of ¿affect¿ - needs to be recognised and validated, rather than ignored or pathologised. It explores how neoliberal education policy seeks to mould professional subjectivities, relationships and practices; how teachers experience and ¿manage¿ their feelings; and the role that affect plays in guiding either compliance with or resistance to often unpopular policy directives. Drawing on a rich body of original data comprising formal and informal discussions with a range of teachers, the case is argued for psychoanalytically and politically informed individual and group reflexivity, both as a form of professional and personal development and as a way of keeping alive alternative beliefs and understandings regarding the purposes of education. The Affected Teacher is relevant to practising schoolteachers and to undergraduate and graduate students and academics involved in education related courses such as policy studies, education management and the sociology of education, as well as disciplines related to psychosocial studies and psychoanalysis.

Teacher Development In Action

Author : M. Kubanyiova
ISBN : 9780230348424
Genre : Education
File Size : 49. 77 MB
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Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change.

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