Getting into Secondary Teaching
この電子書籍について
Key chapters cover pathways into secondary teaching, professional learning, developing as a subject specialist, classroom management and working with young people. Useful features such as jargon busters, progress checklists and case studies make the material accessible and help you navigate the ‘new landscape’ of teacher education. In addition the text encourages you to reflect critically on your school experiences of learning and teaching and uses example of theory, research and practice to help you develop an informed stance on important themes within secondary education.
著者について
Andrew J Hobson is Professor of Education and Head of Education Research at the University of Brighton. He has previously been a teacher and mentor to newly qualified teachers. His research is concerned with the professional learning and development of trainees and more experienced teachers.
Andy Davies is a principal lecturer and programme leader for all secondary PGCE routes at the University of Brighton. Andy taught in secondary schools in Oxfordshire and Surrey as a teacher of history, politics and citizenship through three national curriculums, three different GCSEs and four A Level changes. He has experience of both pastoral and curriculum responsibilities as a head of year and faculty leader. Andy has a passion for working with student teachers and he moved into initial teacher education in 2009. He is currently researching the way in which student teachers’ develop classroom knowledge and expertise.
Mel Norman taught in schools in London and East Sussex where her roles included head of geography, head of year and assistant head. Since joining the University of Brighton, Mel has been programme leader for both undergraduate and postgraduate courses. She is currently the route leader for PGCE geography. She is a Fellow of the Royal Geographical Society/Institute of British Geographers (RGS/IBG) and an active member of the Geographical Association (GA) at local and national levels, contributing particularly to the GA’s Teacher Education Special Interest Group. She is also the editor of the GA journal Teaching Geography. Her doctoral research focused on the construction of the school geography curriculum.
