Successful Teaching 14-19

Theory, Practice and Reflection

Warren Kidd,

Successful Teaching 14-19: Theory, Practice and Reflection
 

About the eBook

Are you looking for a complete training manual, to get you through your assignments, help you on your teaching practice and support you in your first teaching job?

For trainee teachers studying to teach the 14 to 19 age group in secondary schools and colleges, this book is a practical guide covering the essential skills that must be acquired in order to successfully complete your course.

Five sections cover education policy, professional skills, theory, practice and reflection. The authors provide teaching ideas that work, and that will help trainee teachers to improve their grades and lesson observation profiles. There is a clear explanation of the theoretical underpinning that must be grasped in order to pass written assignments, and Masters level debates are addressed throughout the book, with a dedicated chapter exploring academic themes and issues.

The book is packed with ideas for classroom activities, and popular topics covered include:

- essential educational theory

- behaviour and classroom management

- how to start off lessons

- ideas for group work

- setting homework

- evaluating your own practice, and understanding how you can improve

- revising for exams

- working as part of a team

- using technology

All the chapters contain learning objectives, discussion points, examples from practice, Masters level extensions (for those studying at that level) and suggestions for further reading.

Suitable for all those studying to teach the 14 to 19 age range, this book is ideal for those on Secondary PGCE, PGDE and GTP courses leading to QTS, those studying for the post-compulsory sector PTLLS, DTLLS and CTLLS qualifications and those doing Overseas Teacher Training and Teach First courses.

Warren Kidd and Gerry Czerniawski are former teachers with experience of working in diverse settings; they are both Senior Lecturers in the Cass School of Education, University of East London.

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