Training to Teach 3/e

Neil Denby has been involved in teacher education for over 18 years. He is a Fellow of the Chartered Institute of Educational Assessors and a Fellow of the Higher Education Academy. An experienced and successful author, he has written over two dozen texts at various levels from GCSE to postgraduate. He also has extensive experience teaching abroad, both in the Middle East and China. Recently retired from the School of Education and Professional Development at the University of Huddersfield, he now acts as an independent educational consultant. His research interests include using the abilities of gifted and talented pupils to enhance the learning experience; the importance of pupil voice in teacher-training partnerships; the promotion and impact of Masters-level PGCE requirements and the encouragement of pupils from disadvantaged backgrounds into higher education.

Learning to teach: An introduction PART I: PROFESSIONAL ATTRIBUTES Relationships with children and young people Professionalism, the professional duties of teachers and legal requirements Child protection issues Communication and collaboration School-based training Understanding the roles of specialist colleagues Developing skills for career progress PART II: STRATEGIES FOR TEACHING AND LEARNING Managing your classroom environment Behaviour strategies in challenging classrooms Beginning to understand how young people learn Approaches to teaching and learning 1: Developing a range Approaches to teaching and learning 2: Planning, progression and sequence Approaches to teaching and learning 3: Differentiation and personalising provision Using digital technologies in teaching strategies Creativity PART III: IMPORTANT ISSUES AND SKILLS Inclusion Teaching pupils with English as an Additional Language Understanding and using assessment and feedback The rights of the child Cross-curricular planning issues Cross-curricular teaching issues Accessing and using statistical information Your first teaching post: Applications, interviews and induction

Having identified the varied routes into teaching in a clear jargon-free way, Training to Teach explores through case study the key skills and experiences necessary to be a successful trainee teacher. Chapters promote both group and self-reflection very effectively. A valuable addition is the exploration of creativity which explores not only how to inspire creativity in your students but also how to nurture and develop your own creativity and addresses concerns that a creative approach is incompatible with achievement in formal assessments. -- Marion Hobbs This new edition offers new teacher trainees an up-to-date understanding of key aspects of their practice. It outlines the theoretical thinking which underpins practice succinctly, but in a local and thoughtful manner, to ensure that new professionals are able to engage with the content effectively. It offers practical advice which new professionals can embed in their practice but it also enables them to reflect effectively in and on their practice with a variety of reflection tasks. It is not only an academic piece but a practical guide which encourages deep reflection in practice which will ensure that new teachers are able to deepen their learning effectively. A real must read for new practitioners starting their journey as trainees. -- Lizana Oberholzer Training to Teach 3rd Edition supports the process of training to teach, regardless of route or age-phase. It is a work-in-progress in the best possible way: the contributors acknowledge that education is ever-changing and here they provide pertinent guidance for those navigating the early stages of their teaching career. -- Branwen Bingle