Developing Effective 16-19 Teaching Skills
Buku Ini adalah buku diterbitkan tahun 2005 oleh Routledge Falmer. New York adalah buku edisi Pertama.
Judul: Developing Effective 16-19 Teaching Skills
Oleh: John Mutcher
Penerbit: RoutledgeFalmer. New York
Tahun: 2005
Jumlah Halaman: 173 hal.
Penulis:
John Butcher adalah Staf Tutor Pendidikan dan Dosen Senior di Pusat Penelitian dan Pengembangan di Pendidikan Guru di Universitas Terbuka.
Lingkup Pembahasan:
Buku ini dimaksudkan untuk mendukung pelatihan dan berpengalaman guru mereka mengembangkan 16-19 keterampilan mengajar. Setelah mengajar di sekolah bentuk keenam komprehensif dan FE perguruan tinggi, dan saat ini mendukung pelatihan awal dan berkelanjutan professional pengembangan guru, adalah dengan praktek yang efektif di dalam kelas. Buku ini membuka taman rahasia 16-19 mengajar, menunjukkan strategi yang efektif, sementara mengakui keterbatasan saat pelatihan yang relevan.
Buku ini disusun untuk guru peserta pelatihan yang cepat untuk menarik lebih lengkap tentang 16-19 bukti dan meningkatkan kompetensi dan kepercayaan diri mereka dalam mengajar fase itu. Hal ini juga bertujuan untuk dukungan NQTs dan guru berpengalaman dalam pencarian mereka untuk mengembangkan efektif 16-19 keterampilan mengajar.
Daftar isi:
Preface xi
Acknowledgements xiii
List of abbreviations xv
1 Introduction 1
Why this book? 1
The secondary gap: what of the Standards and the literature? 6
The Further Education gap 8
The dominance of A levels 12
Professional development needs in 16–19 education 13
How to use this book 14
Concluding remarks 17
2 16–19 education contextualised 19
Why is context important? How did we get here? 19
Case study: is there a standard 16–19 learner? 21
How has 16–19 education been perceived? 22
A brief history of 16–19 education: A levels (un)reformed 23
Vocational alternatives 29
Baccalaureates as the alternative? 31
Curriculum 2000 32
Is 16–19 settled? 36
3 Effectiveness defined 39
What is outstanding 16–19 teaching? 40
What did Hay McBer say about effectiveness? 42
What does Ofsted say about effectiveness? 45
What support do 16–19 teachers need to be effective? 53
Effective teaching of GCSE repeats 16–19 55
Conclusions 56
4 Avoiding preconceptions 16–19: planning for differentiation 59
Why is it important to know learner needs? 60
Differentiation 16–19 60
Planning 16–19 effectively 64
Bridging the Year 11/Year 12 gap 67
‘Shattered illusions’: what expectations do trainee teachers have of 16–19 teaching? 70
What can mentors do to challenge preconceptions? 72
What can mentors do to support 16–19 differentiation? 74
Conclusion: evaluate your planning for effective differentiation 76
5 Subject expertise in 16–19 teaching 79
Subject knowledge as a baseline for effective teaching 80
What is subject expertise? 82
Trainee teachers’ 16–19 subject knowledge 85
Why is subject knowledge a problem in Year 12? 87
When is subject knowledge a problem? 89
ITT mentors and subject knowledge 90
Subject-knowledge cultures: the pressure to adapt 92
Conclusion 93
Subject Associations 93
6 Assessment 16–199 5
Assessment imperatives 96
Varieties of 16–19 assessment 98
Effective feedback 100
16–19 marking scales 103
Conclusion 105
7 Active learning in the 16–19 classroom 107
What do 16–19 learners need? 108
Group working 16–19 110
Gender imbalance in the 16–19 classroom 112
Behaviour in the 16–19 classroom 113
ICT and the 16–19 teacher 115
8 The importance of the tutor role in 16–19 teaching 121
Is the 16–19 tutor’s role fully established? 122
Preparation for Higher Education: the 16–19 tutor’s role 123
The tutor role in supporting 16–19 careers education 124
Students working part-time: the 16–19 tutor’s role 126
16–19 SEN students: the tutor’s role 127
Conclusion 130
9 Lear ning with colleagues: developing a career in 16–19 teaching 131
The importance of collaboration amongst 16–19 teachers 132
Mentoring and effective 16–19 teaching 134
16–19 teams 135
Case study: how can a career be forged in 16–19 teaching? 137
Starting 16–19 teaching now 138
10 Conclusion 141
References 145
Index 151
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