Teaching and Communicating: Rethinking Professional Experiences
Rethinking Professional Experiences
Published on 9. December 2009
Book
Paperback/Softback
300 pages
978-0-19-556721-2 (ISBN)
Description
Professional experience is central in teacher preparation. In Teaching and Communicating, students are equipped with all the skills they need to make the most of this experience. This practical and user-friendly text can be used by preservice teachers, supervisors, mentors, and academics involved in school placement programmes. The teacher must engage and interact with children, their parents, other members of the profession, other professionals and the broader community in a variety of ways. This book draws on a wealth of research, scholarship and the practical experiences of the authors to rethink both the connection between teaching and communicating as well as the nature and lived experiences of professional experience as a core dimension of pre service teacher education.
More details
Language
English
Place of publication
Melbourne
Australia
Publishing group
Oxford University Press Australia
Target group
College/higher education
Product notice
Paperback (trade)
sewn/stitched
Illustrations
b/w illus.
Dimensions
Height: 244 mm
Width: 188 mm
Thickness: 18 mm
Weight
590 gr
ISBN-13
978-0-19-556721-2 (9780195567212)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Robyn Ewing is currently a Professor in the Faculty of Education and Social Work. In addition to her role as Acting Dean, she also teaches in Curriculum, English and Drama, working with both undergraduate and postgraduate students.
Tom Lowrie is Research Professor in Professional Practice and Director of RIPPLE (Research Institute for Professional Practice, Learning and Education). A substantial body of Tom's research is associated with spatial sense, particularly children's use of spatial skills and visual imagery to solve mathematics problems.
Joy Higgs is Strategic Research Professor in Professional Practice at (RIPPLE) and the Director of The Education for Practice Institute at Charles Sturt University in 2007. Before joining CSU she worked for over 25 years as an educator, scholar, researcher and research supervisor at The University of New South Wales and The University of Sydney.
Tom Lowrie is Research Professor in Professional Practice and Director of RIPPLE (Research Institute for Professional Practice, Learning and Education). A substantial body of Tom's research is associated with spatial sense, particularly children's use of spatial skills and visual imagery to solve mathematics problems.
Joy Higgs is Strategic Research Professor in Professional Practice at (RIPPLE) and the Director of The Education for Practice Institute at Charles Sturt University in 2007. Before joining CSU she worked for over 25 years as an educator, scholar, researcher and research supervisor at The University of New South Wales and The University of Sydney.
Editor
, Professor of Teacher Education and the Arts and Acting Dean, Faculty of Education and Social Work, University of Sydney
, Professor and Director, Research Institute for Professional Practice, Learning & Education (RIPPLE), Charles Sturt University
, Professor, RIPPLE, Charles Sturt University
Content
CONTRIBUTORS; PREFACE; PART 1. COMMUNICATING IN EDUCATION; 1 SETTING THE SCENE: THE CURRENT TEACHER EDUCATION CONTEXT; 2 THEORIES OF COMMUNICATION; 3 LEARNING TO LEARN THROUGH PROFESSIONAL EXPERIENCES; 4 FROM PRACTICE TEACHING TO PRACTICUM TO PROFESSIONAL EXPERIENCES; 5 TEACHERS AS LEARNERS; 6 ETHICAL COMMUNICATION IN SCHOOL AND COMMUNITY CONTEXTS; 7 COMMUNICATING INCLUSIVELY; PART 2. TEACHING AND COMMUNICATION; 8 PREPARING LESSON PLANS, PROGRAMS, UNITS, AND DAY BOOKS; 9 HELPING PRESERVICE TEACHERS LEARN TO COMMUNICATE EFFECTIVELY IN SCHOOL CONTEXTS; 10 COMMUNICATING EFFECTIVELY IN CLASSROOMS: USING VOICE AND BODY LANGUAGE; 11 ENHANCING COMMUNICATION WITH EFFECTIVE RESOURCES; 12 'DON'T SMILE 'TILL EASTER': CREATING A POSITIVE CLASSROOM LEARNING COMMUNITY; 13 CONSTRUCTIVE USE OF FEEDBACK IN PROFESSIONAL EXPERIENCE; 14 USING PORTFOLIOS TO COMMUNICATE; 15 COMMUNICATING COLLABORATIVELY WITH PEERS, MENTORS AND SUPERVISORS; PART 3. COMMUNICATION ACROSS DIFFERENCES AND DIVERSITY; 16 COMMUNICATING WITH PARENTS, COMMUNITY GROUPS AND SERVICE AGENCIES; 17 COMMUNICATING WITH YOUNG CHILDREN; 18 COMMUNICATING WITH ADOLESCENTS: THROUGH THE MIDDLE YEARS OF SCHOOLING; 19 COMMUNICATING AND SENIOR STUDENTS; 20 UNDERSTANDING LEARNING AND COMMUNICATION DIFFICULTIES; 21 LANGUAGE-BASED LEARNING DIFFICULTIES IN THE CLASSROOM; 22 SEEING PRACTICE THROUGH PRACTICE: LEARNING THROUGH ACTION RESEARCH AND ACTION LEARNING; REFERENCES; INDEX