By Viv Wilson
Developing expert perform 7-14 presents a completely entire and leading edge consultant to constructing the mandatory wisdom, abilities and figuring out for instructing in the 7-14 age range. This ebook is designed to lead you thru your preliminary instructor education programme, and on into the early phases of your profession, with the purpose of stimulating and assisting you within the means of constructing your practice.
A diversity of pedagogical good points are supplied in each one bankruptcy to motivate mirrored image, interplay and debate.
- Over to you positive factors pose questions that would inspire you to ascertain your personal wisdom, knowing and useful skills.
- Working within the Classroom features will assist you to envisage how the fabric coated may well influence in your school room practice
- Case studies provide prolonged examples that aid illustrate center recommendations and theories in action.
- Controversy positive aspects supply in-depth dialogue of matters which are ongoing reasons for debate
- Research briefing bins discover fresh learn experiences, and clarify their relating daily practice
Additional assets and aid are supplied through the Developing expert Practice better half web site, www.pearsoned.co.uk/7-14, the place you could entry extra self-study questions, case reports, interactive chapter-by-chapter tutorials, interviews with practitioners and scholars, and a word list of key terms.
Developing expert perform 7-14 is essential reading for an individual education to coach in basic or secondary faculties, in addition to these specialising within the center years specifically. it is going to additionally end up a useful source for all these already within the early levels in their careers.
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Extra info for Developing professional practice 7-14
Sample text
5 Influences on teaching and learning SCHOOL ETHOS AS A CONTEXT FOR LEARNING 15 educational achievement, the way in which the school responds to local circumstances will still be significant in terms of pupils’ achievement and well-being. This issue will be considered further in Chapter 3. School ethos as a context for learning Each school develops its own unique culture, more commonly termed its ‘ethos’. The concept of a school ethos operates on at least two levels: that of a formalised public statement, often called a ‘mission statement’, and that of everyday practice.
However, this contact does not take place in some kind of bubble, but is affected by a whole range of influences: those that both we and our pupils bring with us from our own daily lives and backgrounds, and also those relating to social, political, local, national and even international influences. On top of this, each of our pupils is experiencing their own growth and development differently, and trying to make sense of who they are as individuals. Many of these significant developments take place between the ages of 7 and 14, including the transition between primary and secondary education.
Hall and Øzerk (2008: 15) argue that this emphasis dates back to the origins of the National Curriculum in the late 1980s, developed within a political climate of concern about international competitiveness and a belief in market forces as an indicator of success or failure. During this period a link between educational achievement and national economic success was created in the minds of the public, and this link has continued to exist. Since there was a strong belief in the power of the market – the idea that customers would decide which ideas or products were successful on the basis of which 9 10 CHAPTER 1 CONTEXTS OF LEARNING ones they bought – this concept was also applied to education.