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Fully revised and updated, this text helps trainees and teachers develop their effectiveness by reflecting on, analysing and improving their practice in the light of a deeper understanding of the professional Teachers' Standards.
List of contents
Introduction: why reflective primary practice? 1. Inspiring, motivating and challenging your pupils 2. Promoting children's learning 3. Subject and curriculum knowledge 4. Well-structured teaching 5. Meeting the needs of all pupils 6. Using assessment accurately and productively 7. Managing pupils' behaviour 8. Fulfilling wider professional responsibilities 9. Personal and professional conduct 10. Postscript
About the author
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 and the University of Cumbria. Paul has taught across a wide range of undergraduate, postgraduate and Masters level courses on both university-based and school-based ITE programmes and he has experience of working on transnational projects exploring school leadership, the evaluation of teachers' practice, and tackling marginalisation in education.
Tony Ewens worked as a teacher and headteacher in primary and middle schools in Devon, then as the county's advisory teacher for religious and moral education, before moving into Initial Teacher Education as a lecturer at St Martin's College (now the University of Cumbria). Specialising in philosophy of education as well as RE, he became Head of Education and Associate Dean at St Martin's College. Upon the formation of the University of Cumbria Tony was appointed Head of Education Studies. He retired in 2008 and worked as a freelance consultant and author.
Summary
Fully revised and updated, this text helps trainees and teachers develop their effectiveness by reflecting on, analysing and improving their practice in the light of a deeper understanding of the professional Teachers' Standards.
