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How do expert primary classteachers really…
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How do expert primary classteachers really work? (Critical Guides for… (edició 2012)

de Tony Eaude

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4No n'hi ha cap2,785,882No n'hi ha capNo n'hi ha cap
This is an essential text for anyone interested in teaching primary school children, including teacher educators, classteachers and headteachers. What constitutes outstanding or good teaching of children in the primary years is rarely discussed other than in terms of measurable outcomes in literacy and numeracy. This book presents a different view of the distinctive learning needs of 5-11 year-olds and examines the knowledge, skills and attributes required to meet these, especially as a classteacher. Informed by research, but linking this with practical examples, it examines how teachers with a high level of expertise with young children actually think, act and interact. While highlighting the features of such expertise, the challenges of developing it are not overlooked, and the text provides practical pointers on how to do this in both initial teacher education and continuing professional development. This title is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.… (més)
Membre:JaniceRayment
Títol:How do expert primary classteachers really work? (Critical Guides for Teacher Educators)
Autors:Tony Eaude
Informació:Critical Publishing (2012), Paperback, 80 pages
Col·leccions:La teva biblioteca
Valoració:
Etiquetes:No n'hi ha cap

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How do expert primary classteachers really work?: A critical guide for teachers, headteachers and teacher educators (Critical Guides for Teacher Educators) de Tony Eaude

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This is an essential text for anyone interested in teaching primary school children, including teacher educators, classteachers and headteachers. What constitutes outstanding or good teaching of children in the primary years is rarely discussed other than in terms of measurable outcomes in literacy and numeracy. This book presents a different view of the distinctive learning needs of 5-11 year-olds and examines the knowledge, skills and attributes required to meet these, especially as a classteacher. Informed by research, but linking this with practical examples, it examines how teachers with a high level of expertise with young children actually think, act and interact. While highlighting the features of such expertise, the challenges of developing it are not overlooked, and the text provides practical pointers on how to do this in both initial teacher education and continuing professional development. This title is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.

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