Learning to Teach in a New Era

3rd Auflage
ISBN: 978-1-009-52839-9
Verlag: Cambridge University Press

Buch, Englisch, 508 Seiten, Format (B × H): 204 mm x 254 mm, Gewicht: 1116 g

Learning to Teach in a New Era provides a positive, future-oriented approach to preparing preservice and beginning teachers to teach and to embrace the rewarding aspects of working in the educational sphere. Learning to Teach in a New Era supports learners to understand and address the mandatory accreditation requirements of teaching in Australia. Emerging teachers are encouraged to develop and reflect on their philosophies of teaching, supported by features including scenarios, teacher reflections, critical thinking questions, research activities and review questions. This edition features a significant new chapter exploring the importance of trauma-informed practice, and incorporates expanded discussions about diversity and inclusion. Written by a team of authors with diverse expertise in the field of education, Learning to Teach in a New Era provides an essential introduction to educational practice.

Autoren/Hrsg.

Allen, Jeanne

White, Simone

Inhaltsverzeichnis

Part I. Preparing to Teach: 1. Teaching in current times Jeanne Allen and Simone White; Part II. Professional Knowledge: 2. Understanding the education landscape: policy, practice and context Simone White; 3. Effective pedagogy for student learning Anne Coffey and Louise Moroney; 4. Teaching with digital technologies Amber McLeod and Kelly Carabott; Part III. Professional Practice: 5. Aligning curriculum, pedagogy, assessment and reporting Madonna Stinson and Suzanne Henden; 6. Planning for teaching Linley Cornish and Jennifer Charteris; 7. Student diversity, education and social justice Leonie Rowan; 8. Aboriginal and Torres Strait Islander education Alison Quin, Francis Bobongie-Harris and Shanelle Fiaalii; 9. Understanding classroom management Jeanne Allen and Michelle Ronksley-Pavia; 10. Classroom management: practices conducive to positive teaching and learning environments Andrea Reupert and Stuart Woodcock; 11. Trauma-informed practice Judith Howard; Part IV. Professional Engagement: 12. Communication skills with students, staff and parents/caregivers Wendy Goff and Janine Forbes-Rolfe; 13. Becoming a teaching professional: the ethical and legal dimensions Elaine Sharplin, Deborah Wake and Vanessa Sharplin.

Über Autor(innen)

White, Simone
Simone White is Professor and Dean of the School of Education at Royal Melbourne Institute of Technology, Melbourne. She is currently the Vice President of the Australian Council of Deans of Education (ACDE) and an invited member of the Teacher Education Expert Standing Committee (TEESC). She is a Past President of the Australian Teacher Education Association. Simone is currently involved in three Australian Research Council grants focused on teacher shortages and how to best support the teaching profession.

Allen, Jeanne
Jeanne Allen is an Associate Professor in the School of Education and Professional Studies at Griffith University and a member of the Griffith Institute for Educational Research (GIER). She has worked in tertiary education since 2005 after an extensive career in secondary Languages Other Than English (LOTE) teaching and school leadership. She is an internationally recognised scholar and researcher in the fields of teacher education, school leadership, teacher identity, and student engagement and retention. She also has expertise in French research and translation. In 2018, Jeanne was named national leading researcher in the field of teaching and teacher education by Australia's League of Scholars.