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Teacher Education and the Development of Practical Judgement
Current conceptions of teacher training reflect key issues in professional practices. Two prevailing views seem to be in conflict, the first is that a teacher ought to be able to act as an autonomous professional, trusted to have and apply subject knowledge, through the exercise of judgement. The second conception views the teacher more as a 'deliverer' of a specific curriculum, defined centrally in various government sponsored strategies. Much has been written on the development of 'the reflective practitioner' as crucial to the first conception, and a strong critique of 'the audit culture' in education has emerged. Currently we are at a significant moment in teacher education, - a 'lighter...
The Ways We Think
The Ways We Think critiques predominant approaches to the development of thinking in education and seeks to offer a new account of thought informed by phenomenology, post-structuralism and the ‘ordinary language’ philosophical traditions. Presents an original account of thinking for education and explores how this alternative conception of thought might be translated into the classroom Explores connections between phenomenology, post-structuralism and ordinary language philosophical traditions Examines the relevance of language in accounts of how we think Investigates the philosophical accounts of Gilbert Ryle, Martin Heidegger, John Austin and Jacques Derrida Draws upon experience of own teaching practice as philosopher-in-residence
Religion and Education
As diversity increases across the world, there is renewed interest in the place of religion in the public sphere. Is religion a private matter or of concern to everyone – even if they are not religious? What should religious education look like in the public sphere? Is religious education something for everyone, in all schools? What is educational about religious education? What is the justification for religious education? How do we make sense of religion itself, bearing in mind the wide variety of views and traditions? The chapters in Religion and Education: The Forgotten Dimensions of Religious Education? deal with these questions, focusing particularly on the two constituting elements ...
Starting to Teach in the Secondary School
This completely updated edition tackles all the issues which new teachers find difficult.
David Hansen and The Call to Teach
The Call to Teach has been used in teacher education and educational research courses the world over. This volume celebrates that landmark text and examines the far-reaching impact of David Hansen’s teaching and scholarship. Essays by international educators and scholars explore his influence on our understanding of a whole host of important themes, including the moral dimensions of teaching, educational research, teacher education, and the philosophy of education. Contributing authors from eight countries consider the influence of Hansen’s ideas from the vantage point of our contemporary educational scene, and from their own unique cultural perspectives. David Hansen and The Call to Tea...
Learning to Teach in the Secondary School
This best-selling textbook offers a sound and practical introduction to the skills needed to gain Qualified Teacher Status, and will help student-teachers to develop the qualities that lead to good practice and a successful future in education
Custard, Culverts and Cake
Leading scholars from the Academic Archers network combine a love of The Archers with their specialist subjects, in Custard, Culverts and Cake - a sometimes serious, but most often wry look at the people of Ambridge. Scholars take on subjects such as food, geography, social media, faith and naturally, the Helen and Rob storyline.
Learning to Teach History in the Secondary School
In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. The aim of this textbook is to enable student teachers to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice. This is the third edition of a textbook that has established itself as the leading text for student teachers of history. It has been thoroughly updated, with a revised chapter on the use of ICT in history teaching and major new sections in the areas of inclusion, resources, assessment and professional de...
