This essential text helps student teachers, classroom teachers at all stages in their careers, school mentors and teacher educators develop their effectiveness by analysing and improving their practice in the light of a deeper understanding of the professional Teachers’ Standards. Each aspect of the Standards is dealt with in a chapter of its own, where the central topic is presented as both complex and contested in a way that invites readers to formulate their own interpretations. The approach accentuates the importance of reflection as a key professional attribute and readers are encouraged to reflect on their own experiences and on their responses to case studies and quotations as a means of helping them to develop their understandings.
This new edition takes account of the current educational context, with an emphasis on evidence-based practice, and includes extension tasks to address M level demands, fully revised and updated chapters on SEND and assessment, and a completely new final chapter highlighting CPD and appraisal for serving teachers.
Table des matières
Introduction: why reflective primary practice?
A propos de l’auteur
Paul Cammack worked as a teacher in secondary and primary schools in Lancashire for 18 years before moving into initial teacher education (ITE) at St Martin’s College, later the University of Cumbria, where he taught across a wide range of undergraduate, postgraduate and Master’s level courses on both university-based and school-based ITE programmes for almost 20 years. He currently works as a Senior Education Developer at Birmingham City University where he focuses on the professional development of lecturers and academics across the university.
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