Read e-book online Becoming a Teacher: Issues in Secondary Teaching PDF

By Justin Dillon, Meg Maguire

ISBN-10: 0335242375

ISBN-13: 9780335242375

ISBN-10: 0335242383

ISBN-13: 9780335242382

Changing into a instructor, 4e is still a different and strong mixture of rules, research, questions, solutions and knowledge, drawing at the expert event of the editors and participants. This new version positive factors 5 new chapters and an important revision and replace of all chapters within the mild of coverage directives and different alterations. This booklet attracts generally on modern examine reviews and empirical facts to help educated and demanding mirrored image approximately studying and educating. This booklet is split into 4 major sections: First suggestions; coverage, society and education; instructing and studying; and, around the curriculum. It offers a broader context for schooling by way of addressing basic components akin to lecture room administration, youth and review for studying, along useful suggestion and key matters to think about. The authors supply information regarding roles and duties in parts together with own, social and wellbeing and fitness schooling, institution administration, info and communications know-how, literacy, numeracy and citizenship. It contains participants reminiscent of: Chris Abbott, Philip Adey, Louise Archer, Mike Askew, Paul Black, Ann-Marie Brandom, Jeremy Burke, Bob Burstow, Simon Coffey, Alan Cribb, Justin Dillon, Jenny Driscoll, Peter Duncan, Sharon Gewirtz, Simon Gibbons, Roxy Harris, Christine Harrison, John Head, Jeremy Hodgen, Jill Hohenstein, Jane Jones, Heather King, consistent Leung, Gerard Lum, Meg Maguire, Bethan Marshall, Mike Poole, Ian Stevenson, Chris Winch and Andrew Wright.

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However, there is a broad consensus among teachers that they do have expertise in how children learn and that this constitutes a significant part, if not the core, of their occupational knowledge. Before dealing with this issue, however, I want to question the claim that the professions have a unique stake in determining human welfare. It is undoubtedly true, as Carr maintains, that they deal in fundamental human goods (although some varieties of cosmetic surgery and legal claim-chasing may cast some doubt on certain cases), but it is also true that other occupations such as farming, plumbing, train driving and business activity are not only concerned with enhancing life, but also with ensuring it.

Commentators on the nature of professionalism, such as Freidson (1986) argue that the key quality of professionals is that they are technicians, that is, those whose work involves applying theoretical knowledge to practice. However, there has traditionally been considerable resistance to the view that applicable theory constitutes the professional knowledge of teachers. This is particularly evident with the case of the National Curriculum. When it was introduced in 1988, many teachers complained that they were reduced to technicians from their previous professional status.

The qualification for headship in England, NPQH, a qualification for the most senior kind of teacher, is not accredited at Level 7 and needs further academic work by the student before it can be ON BEING A TEACHER 23 upgraded to a Level 7 qualification by a university. The provenance of the knowledge that teachers at all levels are supposed to have is far from clear: is it staffroom ‘common sense’ or rigorously filtered research findings, critically interrogated academic research or an amalgam of all these things?

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Becoming a Teacher: Issues in Secondary Teaching by Justin Dillon, Meg Maguire

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