What Do New Teachers Need to Know?
Routledge (Verlag)
978-1-032-25048-9 (ISBN)
What Do New Teachers Need to Know? explores the fundamentals of teacher expertise and draws upon contemporary research to offer the knowledge that will be most useful, the methods to retain that knowledge, and the ways expert teachers use it to solve problems. Written by an educator with extensive experience and understanding, each chapter answers a key question about teacher knowledge, including:
• Does anyone agree on what makes great teaching?
• How should I use evidence in my planning?
• Why isn’t subject knowledge enough?
• What should I know about my students?
• How do experts make and break habits?
• How can teachers think creatively whilst automating good habits?
• What do we need to know about the curriculum?
• How should Cognitive Load Theory affect our pedagogical decisions?
Packed with case studies and interviews with new and training teachers alongside key takeaways for the classroom, this book is essential reading for early career teachers, those undertaking initial teacher training and current teachers looking to develop their expertise.
Peter Foster is a teacher and school leader. He has worked in state comprehensives since qualifying as an English teacher in 2010. Peter currently works to support and develop teachers across a multi-academy trust in the South-West of England. His interests include teacher development and evidence-informed practice.
Introduction
Part 1. The reason for knowledge
Chapter 1. What is expertise and how does it develop?
Chapter 2. What is all that knowledge for?
Chapter 3. What are our knowledge best bets?
Part 2. Developing teacher knowledge
Chapter 4. How do we retain knowledge in our long-term memory?
Chapter 5. How do we automate effective processes?
Part 3. Knowledge of student behaviour
Chapter 6. How do we prepare for our students to behave?
Chapter 7. How do we manage the class’s behaviour during a lesson?
Part 4. Pedagogical knowledge
Chapter 8. What does ‘the evidence’ say about learning?
Chapter 9. How should Cognitive Load Theory affect our pedagogical decisions?
Chapter 10. What changes long-term memory for students?
Part 5. Subject knowledge
Chapter 11. What types of subject knowledge do we need and how do we develop them?
Chapter 12. What do we need to know about the curriculum?
Chapter 13. How does knowledge of the curriculum affect our planning?
Chapter 14. How do we use all that subject knowledge in the classroom?
Part 6. Knowledge of students
Chapter 15. How do we figure out what students know and what do we do about it?
Chapter 16. What are the limits of what we can know about students?
Chapter 17. What do I do now?
Conclusion
Glossary
| Erscheinungsdatum | 03.04.2023 |
|---|---|
| Verlagsort | London |
| Sprache | englisch |
| Maße | 174 x 246 mm |
| Gewicht | 180 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| ISBN-10 | 1-032-25048-8 / 1032250488 |
| ISBN-13 | 978-1-032-25048-9 / 9781032250489 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
