Teaching & Communicating

Rethinking Professional Experiences
Erscheinungsjahr 2010
ISBN: 978-0-19-556721-2
Verlag: Oxford University Press

Buch, Englisch, 300 Seiten, Format (B × H): 188 mm x 244 mm, Gewicht: 590 g

Professional experience is central in teacher preparation. In Teaching and Communicating, students are equipped with all the skills they need to make the most of this experience. This practical and user-friendly text can be used by preservice teachers, supervisors, mentors, and academics involved in school placement programmes. The teacher must engage and interact with children, their parents, other members of the profession, other professionals and the broader community in a variety of ways. This book draws on a wealth of research, scholarship and the practical experiences of the authors to rethink both the connection between teaching and communicating as well as the nature and lived experiences of professional experience as a core dimension of pre service teacher education.

Autoren/Hrsg.

Ewing, Robyn

Lowrie, Tom

Higgs, Joy

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

- Contributors

- Preface

- Part 1. Communicating in Education

- 1 Setting the Scene: The Current Teacher Education Context

- 2 Theories of Communication

- 3 Learning to Learn through Professional Experiences

- 4 From Practice Teaching to Practicum to Professional Experiences

- 5 Teachers as Learners

- 6 Ethical Communication in School and Community Contexts

- 7 Communicating Inclusively

- Part 2. Teaching and communication

- 8 Preparing Lesson Plans, Programs, Units, and Day Books

- 9 Helping Preservice Teachers Learn to Communicate Effectively in School Contexts

- 10 Communicating Effectively in Classrooms: Using Voice and Body Language

- 11 Enhancing Communication with Effective Resources

- 12 'Don't smile 'till Easter': Creating a Positive Classroom Learning Community

- 13 Constructive Use of Feedback in Professional Experience

- 14 Using Portfolios to Communicate

- 15 Communicating Collaboratively with Peers, Mentors and Supervisors

- Part 3. Communication across differences and diversity

- 16 Communicating with Parents, Community Groups and Service Agencies

- 17 Communicating with Young Children

- 18 Communicating with Adolescents: Through the Middle Years of Schooling

- 19 Communicating and Senior Students

- 20 Understanding Learning and Communication Difficulties

- 21 Language-based Learning Difficulties in the Classroom

- 22 Seeing Practice through Practice: Learning through Action Research and Action Learning

- References

- Index

Über Autor(innen)

Robyn Ewing is currently a Professor in the Faculty of Education and Social Work. In addition to her role as Acting Dean, she also teaches in Curriculum, English and Drama, working with both undergraduate and postgraduate students.

Tom Lowrie is Research Professor in Professional Practice and Director of RIPPLE (Research Institute for Professional Practice, Learning and Education). A substantial body of Tom's research is associated with spatial sense, particularly children's use of spatial skills and visual imagery to solve mathematics problems.

Joy Higgs is Strategic Research Professor in Professional Practice at (RIPPLE) and the Director of The Education for Practice Institute at Charles Sturt University in 2007. Before joining CSU she worked for over 25 years as an educator, scholar, researcher and research supervisor at The University of New South Wales and The University of Sydney.