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School-based teacher education is being implemented and this book
explores the changing role and function of the supervisory teacher
in the classroom. The ramifications of the changes to pre-service
teacher training are enormous. The staffing of some parts of
universities will be affected dramatically; the distribution of
funds will change; the tasks of many teachers in school will be
different as they find themselves becoming teacher educators rather
than supervisors in their new role as mentors. In this highly
readable book, the Fields, through a series of case studies, drawn
from the UK and Australia, focus on the changing roles and
responsibilities of those central to the preparation of the next
generation of teachers. Chapters consider the overall effect that
mentoring will have on the teaching profession. The book looks at
the skills required by teachers and, in particular, the beginning
teacher; the experiences of teachers in-training undergoing
education programmes; teachers' supervisory roles; and how
universities will be affected by the changes. Practical guidance is
given for teachers becoming mentors and how mentoring can lead to
professional development and as a way fo
School-based teacher education is being implemented and this book
explores the changing role and function of the supervisory teacher
in the classroom.; The ramifications of the changes to pre-service
teacher training are enormous. The staffing of some parts of
universities will be affected dramatically; the distribution of
funds will change; the tasks of many teachers in school will be
different as they find themselves becoming teacher educators rather
than supervisors in their new role as mentors. In this highly
readable book, the Fields, through a series of case studies, drawn
from the UK and Australia, focus on the changing roles and
responsibilities of those central to the preparation of the next
generation of teachers.; Chapters consider the overall effect that
mentoring will have on the teaching profession. The book looks at
the skills required by teachers and, in particular, the beginning
teacher; the experiences of teachers in-training undergoing
education programmes; teachers' supervisory roles; and how
universities will be affected by the changes.; Practical guidance
is given for teachers becoming mentors and how mentoring can lead
to professional development and as a way forward in teachers'
careers.
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