Implementing In-Service Education And Training

1. Auflage 1993
ISBN: 978-0-7507-0184-6
Verlag: Routledge

Buch, Englisch, 192 Seiten, Format (B × H): 167 mm x 235 mm, Gewicht: 385 g

First published in 1993. In the 1990s the education service faces challenging new priorities. As teachers seek to extend their skills and develop new expertise, they need continued, career-long professional development. This volume examines how teachers play key roles in providing and evaluating training. From schools in four education authorities varied styles of INSET are represented, drawing on words and experience of those at the centre of INSET activities. The book reflects some of the problems they face and how these are resolved. The authors link theory with practice of evaluation. They address issues of principle alongside day-to-day experience. This book offers a range of alternative models and styles of INSET for practitioners to consider and adapt to their own needs. The authors recognize the value of practitioner knowledge and suggest that in evaluating INSET, teachers can articulate for themselves and for an outside audience provide much information about what it means to teach and learn.

Zielgruppe

Postgraduate, Professional, and Undergraduate

Autoren/Hrsg.

Burgess, Robert G.

Connor, John

Galloway, Sheila

Morrison, Marlene

Newton, Malcolm

Fachgebiete

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

Inhaltsverzeichnis

Chapter 1 The Context of In-Service Education and Training, Robert G. Burgess; Chapter 2 Styles and Strategies of Evaluating INSET, Malcolm Newton; Part 1 Staff Roles and In-Service Education and Training; Chapter 3 A Staff Development Group at Work, John Connor; Chapter 4 Being An INSET Coordinator, Sheila Galloway; Chapter 5 The Teacher as Trainer, Marlene Morrison; Part 2 Processes of In-Service Education and Training; Chapter 6 Identifying INSET Needs, Sheila Galloway; Chapter 7 In-Service Training and Disruption in Secondary Schools, John Connor; Chapter 8 Professional Development Days, Marlene Morrison; Chapter 9 Continuity and Progression: The Case of Cross-Phase INSET, Sheila Galloway; Chapter 10 Does In-Service Education Have An Effect On Classroom Practice?, Robert G. Burgess, Sheila Galloway;

Über Autor(innen)

Robert Burgess is Professor of Sociology and Director of CEDAR (Centre for Educational Development, Appraisal and Research) at the University of Warwick. He has published widely in the fields of Sociology and Educational Studies. He is currently President of the Association for the Teaching of the Social Sciences. John Connor was a Teacher Fellow in CEDAR and is now Headteacher at Cardinal Newman School, Coventry. Sheila Galloway is a Research Fellow in CEDAR at the University of Warwick. She was previously an English teacher. Her main research interests include: in-service training, professional development, curriculum evaluation, supply teachers and comparative vocational training. She has published in a range of education journals. Marlene Morrison is a Research Fellow in CEDAR at the University of Warwick. Previously a lecturer in Further Education, her research interests include in-service education, library studies, gender and time-related issues. She has published a range of reports, articles and papers. Malcolm Newton was a Teacher Fellow in CEDAR and is currently the Headteacher of the Mandeville School co-educational Upper School in Aylesbury.