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Your contemporary guide to the core skills and know-how required to train as a primary school teacher, perfectly suited for professional studies modules on primary teacher training courses.
List of contents
Chapter 1: Introduction: The Values and Characteristics of Great Teachers - Rachel Eperjesi & Colin Forster
Chapter 2: Understanding Behaviour - Sian Templeton
Chapter 3: Managing Behaviour - Colin Forster
Chapter 4: Children Managing their own Behaviour: Self-regulation - Chantel Yeates, Kevin Day & Colin Forster
Chapter 5: How Pupils Learn - Jackie McNeil
Chapter 6: Planning and Teaching for Meaningful Learning - Kate Thomson
Chapter 7: Adaptive Teaching - Rachel Eperjesi
Chapter 8: Know What You're Talking About: Subject Knowledge for Teaching - Tracey Wire
Chapter 9: Rich Learning Across the Curriculum - Rachel Eperjesi
Chapter 10: The Potential of Homework to Enrich the Curriculum - Colin Forster
Chapter 11: Deciding What to Assess - Ruth Hollier
Chapter 12: Feedback and Feedforward - Michelle Walton
Chapter 13: Engaging Learners in Assessment - Jude Penny
Chapter 14: Professional Learning - Graham Parton
Chapter 15: Working Collaboratively - Simon Hyde-White
Chapter 16: Resilience, Grit and Bravery - Ben Screech
Chapter 17: Positive Classroom Cultures - Emma Howell
Chapter 18: Special Educational Needs and Disability - Lynda Kay & Tristan Middleton
Chapter 19: Safeguarding - Debbie Innes-Turnill
Chapter 20: Starting Your Career and Enjoying Your Teaching - Rachel Eperjesi, Colin Forster & Ruth Hollier
About the author
Much to the surprise of anyone who meets him now, when he was a young man, Colin Forster spent two years working as an outdoor activities instructor and it was during this time that he developed an interest in education. He began his primary teaching career in south west London before moving to Gloucestershire, where he continued to gain school leadership experience. He is currently a senior lecturer in primary education at the University of Gloucestershire, where he has gained considerable experience of primary teacher education course leadership and in supporting students, at both undergraduate and postgraduate level, with research projects focused on improving practice. His areas of interest include primary science, behaviour management and action research and he has undertaken research into children’s experience of homework in the primary years.
Rachel Eperjesi knew she wanted to be a teacher from the age of 5. However, some rather poor careers advice led her to embark on a medical degree, which quickly resulted in her declaring it ′too messy′ and she decided to follow her heart into teaching instead. After completing a BEd Hons, Rachel taught in Foundation Stage and Key Stage 1 (also quite messy) in Gloucestershire, as well as undertaking English consultancy for the local authority. She now works at the University of Gloucestershire, lecturing in primary English and professional studies, as well as currently leading the School Direct PGCE Primary course. Rachel has supported many students, both undergraduate and postgraduate, with research projects focusing on improving their educational practice.
