History teachers in the making : professional learning

Author(s)

    • Pendry, Anna

Bibliographic Information

History teachers in the making : professional learning

Anna Pendry ... [et al.]

Open University Press, 1998

  • : hbk
  • : pbk

Available at  / 11 libraries

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Note

Includes bibliographical references (p. [149]-161) and index

Description and Table of Contents

Volume

: pbk ISBN 9780335198252

Description

* How can experienced history teachers help both beginning teachers and other members of the history department to develop and improve their practice? * How do history departments improve and develop? * What is distinctive about history teaching and learning? Recent research has placed emphasis on both the continuum of teacher learning from initial training to continuing professional development and the importance of subject knowledge in classroom effectiveness. This innovative book draws these issues together: it examines the nature of professional learning throughout teaching careers, grounded in the culture, research and practice of one school subject. It begins by examining history student teacher learning, focusing on practical strategies for school based mentoring in history. The second section examines the nature of history teacher development in the first year of teaching whilst the third links individual and department development explicitly to classroom effectiveness. Throughout, the book draws on practical classroom experience and recent research, providing both specific case study examples and generalisable arguments.

Table of Contents

Preface Introduction learning in history classrooms Part one: Initial teacher education Learning to teach history Mentoring student teachers Observation and discussion Assessment Part two: Induction The induction of newly qualified history teachers Mentoring and history teacher development during the first year of teaching Part three: Continued professional development Continued professional development opportunities and constraints Developing history teachers and history teaching case studies in professional learning Conclusion history teaching, classroom learning and professional development References Index.
Volume

: hbk ISBN 9780335198269

Description

Mentoring and "reflective practice" have become central elements in the development of teacher learning. This book examines the processes which support mentors, in-service co-ordinators and heads of history departments in their professional developmental work with student teachers, newly qualified teachers and experienced colleagues. Key aspects of mentoring are examined, and the book offers practical guidance on topics such as "collaborative teaching", "observation', and "discursive mentoring". Other issues such as: appraisal, departmental reviewing and the management of quality and curriculum development are also considered within the framework of history teaching and learning. The book offers a practical guide for teachers, mentors and heads of history, and those engaged in providing mentor training and development, and INSET co-ordinators.

Table of Contents

  • Part 1 Mentoring: the student teacher
  • the role of the history mentor
  • history subject mentoring activities
  • observing the new history teacher. Part 2 Induction
  • the history NQT's phases of development
  • the history mentor of the NQT
  • progressive mentoring
  • mentoring devices for the NQT. Part 3 Staff development: managing staff development
  • the staff development cycle.

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