Eaude Thinking Through Pedagogy for Primary and Early Years

1. Auflage 2011
ISBN: 978-0-85725-066-7
Verlag: SAGE Publications
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 208 Seiten, Format (B × H): 171 mm x 246 mm

Reihe: Thinking Through Education Series

This practical, accessible book encourages a deep, often challenging, consideration of how young children learn and how teachers and other adults best support their learning. Essential reading for education students, it draws on research and practice to help readers reflect critically on their beliefs and practice. After comparing different views of pedagogy, it explores children's development and the importance of culture and context, emphasising the attributes of successful learners, relationships and the learning environment. Readers are helped think through how different aspects of pedagogy are interlinked and consider the implications for breadth, balance, planning and assessment and continuing professional development.

Autoren/Hrsg.

Eaude, Tony

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Grundschuldidaktik
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Vorschul- und Kindergartenpädagogik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Introduction
Revealing assumptions about teaching and learning
Exploring the historical, cultural and political context of pedagogy
Making sense of young children's development
Understanding knowledge and intelligence
Identifying the attributes of, and barriers to, successful learning
Creating an inclusive learning environment
Providing breadth and balance
Supporting successful learning
Assessing and planning for teaching
Building up your expertise
Facing the challenge of an unknown future

Über Autor(innen)

Eaude, Tony
Dr Tony Eaude was a teacher and headteacher for over 20 years, working initially in a special school and then in suburban, new town and multi-cultural primary schools. He completed a master's degree in Educational Research Methodology and a doctorate at the University of Oxford on how teachers of four and five year-old children understand spiritual development. He now works as an independent research consultant, evaluating educational programmes, leading training, supporting teacher research and policy development and writing both for teachers and an academic audience. He teaches part-time in an urban primary school.