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\"Developing the Expertise of Primary and Elementary Classroom Teachers challenges many current assumptions about primary education. Tony Eaude draws on the experiences of teachers at a range of career phases to show how primary classroom teachers need a wide repertoire of strategies and a flexible, reciprocal and intuitive approach to planning, assessment and teaching. He explores the way in which a deep understanding of how young children learn is needed, and an ability to create an inclusive environment, caring relationships and teachers attuned to children are essential. He shows that many of these elements are learned over time, through regular, sustained, contextualised opportunities, relating theory and practice, with the years soon after qualification particularly significant. Eaude argues that the constraints on manifesting expertise, many of which are emotional, must be overcome to develop qualities such as confidence and resilience, encourage informed intuition and create a secure professional identity. He highlights that the professional knowledge and judgement required in complex, changing situations is acquired and refined mainly through guided practice and experience backed by reflection and engagement with research. He emphasises the need for supportive professional learning communities and for policy to enable rather than constrain primary classroom teachers' enthusiasm, creativity and willingness to innovate, and an enriched apprenticeship model - using a mixture of processes, including observation of other teachers, practice, mentoring, case studies and discussion in professional communities\"-- Provided by publisher.

This powerful text encourages both pre-service and established teachers, as well as teacher educators, to engage with contemporary debates in primary education. Promoting a critical approach, the chapters explore a wide range of key themes including the importance of values in primary education and the imperative for a curriculum which embraces the whole range of available subjects. At the same time, the chapters are underpinned by a belief that children should be at the heart of all the decisions we make and that primary education should inspire a love of learning, for life. The book aims to support practitioners to make informed judgements and feel confident to argue their point of view with deeper theoretical knowledge and understanding, thus increasing teacher agency and confidence in responding to complex educational and social dilemmas such as literacy levels and rising mental health concerns. Chapters encompass both the macro aspects of primary education and more specialised debates on key topics such as reading, mathematics, languages, early years education and the use of technology. With annotated further reading and reflective questions, this key text is essential reading for all those wanting to develop a better understanding of the issues that shape their practice, including student teachers at both undergraduate and postgraduate level, practising teachers engaged in continuing professional development and teacher educators.

Mentoring Teachers in the Primary School helps mentors of trainee and newly qualified primary school teachers to both develop their own mentoring skills and provide the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years in the classroom. Offering tried and tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs. Filled with guidance to support mentors' own development, as well as the development of beginning primary teachers, Mentoring Teachers in the Primary School is a vital guide for mentors of primary school teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire mentors. Together with tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding teachers. Key topics for primary mentors include: the role of the mentor, mentoring relationships, mentoring in specialist areas, mentoring development.

\"India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redressal mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India's 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts.\"--Back cover.

\"Wise and Foolish Virgins: White Women at Work in the Feminized World of Primary School Teaching by Sally Campbell Galman asks the question, what does it mean for an entire profession to be numerically dominated by white women, and what is the relationship between teacher preparation and professional feminization? Galman provides a sharp, unflinching look at the landscape of a profession on the verge of transformation and offers a frank assessment of where teacher education must go in order to maintain its relevance in the new economy. \"-- Provided by publisher.

\"What are the beliefs that influence your professional practice? Have you ever thought about why you make the decisions you make as a teacher? What influences your teaching style? Beyond the technical skills and knowledge aspects of education, teachers and student teachers face questions which challenge their beliefs and approaches to their teaching and learning. This book contains a series of short articles which not only offer guidance on key topics but encourage the reader to engage in reflecting on their own practice. Questions explored include: - Is learning through practical work worth the effort? - What can we learn from comparisons with education in other countries? - Is there a smarter way to use digital imagery in your teaching? - What's the point of theory? Isn't teaching just a craft?\"-- Provided by publisher.

Teaching is a complex process which involves the development and utilization of subject knowledge and teaching skills. Containing reflective and practical skills, this book supports such development, focusing specifically on teaching skills, considering what they are, how they develop and how they differ between age and subject.The book contains three sections - Planning, Doing and Reviewing - which demonstrate effective classroom practice. It uses examples of practitioners at different stages of their professional development to link theory and practice, and includes discussions on contemporary issues in primary education, such as: Constructivist teaching and learningThinking skillsCreativityTeaching and learning stylesChild-centred learningThe authors provide a critical analysis of the issues, practice and problems faced by primary school teachers, which is supported by reflective tasks throughout the book. Emphasizing the child as a partner in the learning process and highlighting the importance of teaching for child-centred learning, the book ultimately develops and strengthens the teacher's skills. Developing Teaching Skills in the Primary Schoolprovides essential guidance and support to trainee, beginner and developing primary school teachers.

Original Ed Prop Proposal text: This is a proposal for a primary curriculum overview core textbook that would be one of the first books onto the market to reference the new National Curriculum that is due to be announced in Spring 2013. It is lead by Patrick Smith, Associate Dean at the University of Wolverhampton and Lyn Dawes (University of Northampton), the contributors are drawn from the Primary ITE dept at Northampton, where until Feb 2012 Patrick was Head of Dept. Teaching Subjects in Primary Education would provide a brief overview of each subject area of the curriculum and is therefore suitable as pre-course/ start-of-course reading for primary initial teacher education courses. This is the biggest sales window for ITE textbook purchases. We have one current title that performs a similar role Driscoll et al: The Primary Curriculum: A Creative Approach which published August 2011, and is selling reasonably well (although the real litmus test will be its performance this coming autumn). The advent of the new National Curriculum next Spring will however cause most subject-teaching-focused books to look somewhat dated, and Smith/Dawes should allow us to bring a new core curriculum overview book aware of NC changes to market relatively quickly. The writing schedule, with a Summer 2013 submission date, should allow contributors to incorporate appropriate references to the new NC into the manuscript. Ideally I would then hope to maintain these two core books going forward on complementary revision cycles so that we will always have a recently updated curriculum overview textbook available that is aware of the latest policy developments. Smith/Dawes will be further differentiated from Driscoll due to its use of child-centred learning as a central theme. Driscoll focuses on creative and cross-curricular approaches to subject teaching; so while both titles have similar TOCs these distinct approaches will allow us, and our customers, to distinguish them from one another. The proposal has been reviewed exclusively by primary ITE course leaders, as these are the key decision-makers who need to be won over in order to get textbooks listed on vitally important pre-course reading lists. A 5,000-word sample chapter (on primary science) was reviewed alongside the proposal but has not been included in the agenda paperwork for the purposes of brevity. Reviews have been positive and indicate no structural changes are required, key recommendations revolve around developing and refining pedagogical features in the sample chapter which will then serve as the template for the contributors to work from. Curiously this is an area with very little in the way of competition. Continuum published a pair of curriculum overview books, (both by Boyes/Spinks, split into Core Subjects and Foundation Subjects) out of MMU in 2008, which summarily failed to make a dent, however this should be regarded as an indicator of Continuum's almost total inability to launch (non-Pollard) education textbooks in a satisfactory manner rather than a comment on the viability of this type of book. (As an aside, a recent analysis of the Top 100 ITE textbooks in 2011, showed only four Continuum titles, three of which sold fewer than 300 copies last year; an awful showing). The positive reception to Driscoll and the encouraging reviews of this proposal underline that this type of book can work providing the sales and marketing effort behind the book firmly push it as a pre-course / start-of-course general intro text.