Creative Professional

1. Auflage 1999
ISBN: 978-0-7507-0740-4
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 210 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 405 g

This volume looks at the role of the teacher in the classroom, the dilemmas they face, what it means to be a professional in this context and the wider professional role of the teacher in secondary schools and colleges. Case studies are used to introduce the main context, linked to enquiry tasks which address: meanings of professionalism and their implications; professional approaches to teaching; power and relationships; inter-professional and inter-institutional issues.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Ashcroft, Kate

James, David

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Chapter 1 Introduction Chapter 2 What does it mean to be creative? Chapter 3 Creative teaching and reflective practice Chapter 4 A creative approach to teaching methods Chapter 5 Teaching and learning in groups Chapter 6 Assessing creatively Chapter 7 The professional teacher Chapter 8 Managing and being managed Chapter 9 Quality, equality and stake-holding in education Chapter 10 Enquiry and the creative professional

Über Autor(innen)

Kate Ashcroft is Dean of the Faculty of Education at the University of the West of England. She has taught extensively within teacher training programmes for further and adult education lecturers. For many years she worked as a teacher and advisory teacher in schools. She has published several books and numerous papers about teaching, learning and research within post-compulsory education. David James is Principal Lecturer in the Faculty of Education, University of the West of England. After a variety of manual and non-manual jobs he gained a degree in Social Science at the University of Bristol as a mature student, followed by a Cert. Ed. (FE). He has taught in further and higher education since 1981, and increasingly in teacher education since 1986. His research interests include student experience, learning and assessment in a range of post-compulsory settings.