About the Book
Learning to teach involves hard work and careful preparation. To become an effective teacher requires pedagogical and subject knowledge, an understanding of your pupils and how they learn, and the confidence to respond to dynamic classroom situations.
Learning to Teach in the Secondary School is the market leading text for all undergraduate, postgraduate and school-based routes to qualified teacher status. It offers an in-depth and practical introduction to the knowledge, skills and understanding needed to become a confident and effective teacher. With a focus on evidence-based practice, the book includes a wealth of examples to demonstrate how to successfully apply theory to practice, and how to critically analyse your practice to maximise pupil learning.
This 7th edition is fully updated in light of the latest initiatives, evidence and research in the field, offering comprehensive coverage, unit by unit, of the key concepts and skills addressed on initial teacher education courses in preparation for work in schools. The wide range of pedagogical features support both university based work - including that up to Masters Level - and school-based initial teacher education, and are designed to help you develop those qualities that lead to good practice and a successful future in education.
Written by expert practitioners, thirty-six essential units include:
• adopting a positive approach to managing behaviour to support learning
• ways pupils learn
• planning lessons, units of work and schemes of work
• motivating pupils
• assessment
• inclusion and special educational needs
• using ICT and digital technologies
• pupil grouping, progression and differentiation
• managing time, workload and stress
• getting your first teaching post.
Learning to Teach in the Secondary School provides practical help and guidance for many of the situations and potential challenges you are faced with in school. Supported by the Learning to Teach Subjects in the Secondary School Series, it is an essential purchase for every aspiring secondary school teacher.
Table of Contents:
Becoming a teacher Unit 1.1 What do teachers do? Andrew Green and Marilyn Leask Unit 1.2 Student teachers' roles and responsibilities Michael Allen and Rob Toplis Unit 1.3 Managing your time, workload and stress Susan Capel Unit 1.4 Using information and communications technology/digital technologies for professional purposes Antony Stockford 2. Beginning to teach unit 2.1 Reading classrooms: how to maximise learning from classroom observation Ana Redondo Unit 2.2 schemes of work units of work and lesson planning Sophy Bassett, Mark Bowler and Angela Newton Unit 2.3 Taking responsibility for whole lessons Michelle Lowe and Clyde Redfern 3. Classroom interactions and managing pupils Unit 3.1 Communicating with pupils Paula Zwozdiak-Myers and Susan Capel Unit 3.2 Motivating pupils Misia Gervis and Susan Capel Unit 3.3 Managing classroom behaviour: adopting a positive approach Philip Garner unit 3.4: Primary-secondary transitions Divya Jindal-Snape 4. Meeting individual differences Unit 4.1 Pupil grouping, progression and differentiation Alexandra Titchmarsh Unit 4.2 Adolescence, health and well-being Ceri Magill and Barbara Walsh Unit 4.3 Cognitive development Judy Ireson and Paul Davies Unit 4.4 Responding to diversity Stefanie Sullivan Unit 4.5 Values education: discussion and deliberation Ruth Heilbronn Unit 4.6 An introduction to inclusion, special educational needs and disability Nick Peacey 5. Helping pupils learn Unit 5.1 Ways pupils learn Diana Burton Unit 5.2 Active learning Michelle Lowe Unit 5.3 Teaching styles Chris Carpenter and Hazel Bryan Unit 5.4 Improving your teaching Marilyn Leask and Tony Liversidge Unit 5.5 Personalising and individualizing learning Carrie Winstanley Unit 5.6 Neuroeducation: the emergence of the brain in education Paul Howard-Jones unit 5.7 Developing critical thinking Hazel Bryan Unit 5.8 Creating a language-rich classroom Annabel Watson and Deborah Myhill 6. Assessment Unit 6.1 Assessing pupil progress: what do we know about good practice? Terry Haydn Unit 6.2 External assessment and examinations Bernadette Youens 7. The school curriculum and society Unit 7.1 Aims of education Unit 7.2 The school curriculum Unit 7.3 International education comparisons: understanding UK education in an international context. Andrea Raiker and Matti Rautiainen Unit 7.4 Secondary schools in Northern Ireland: governance, policy and curriculum unit 7.5 Secondary schools in Scotland: governance, policy and curriculum Anna Beck Unit 7.6 Secondary schools in Wales: governance, policy and curriculum Julia Longville 8. Your professional development Unit 8.1 Getting your first post Julia Lawrence and Susan Capel Unit 8.2 Developing further as a teacher Unit 8.3 Accountability, contractual and statutory duties Dawn Leslie and Sue Collins 9. And finally Marilyn Leask and Andrew Green Appendix 1: glossary of terms Appendix 2: examples of useful websites Appendix 3: guidance for writing
About the Author :
Susan Capel is Professor of Physical Education at Brunel University, UK.
Marilyn Leask is Chair of the Education Futures Collaboration charity and was previously a teacher and Professor at Brunel University and the University of Bedfordshire, UK.
Sarah Younie is Reader in Education, Innovation and Technology at De Montfort University, UK.
Review :
`The early years in the teaching profession are both challenging and rewarding. With its clear and accessible style, this book is an essential companion for everyone involved in initial teacher education. A range of well-respected education experts provide a comprehensive introductory insight to relevant and varied issues for early career teachers. There is a careful balance between scholarly input and practical approaches, including engaging tasks throughout, which will inform the reader's professional development in the early stages of teaching. This book should be at the top of every reading list for new teachers!’
Anna Lise Gordon
Academic Director and National Teaching Fellow, St Mary's University, UK
`Learning to Teach in the Secondary School has been the core text for the PGCE Secondary Course at the University of Worcester for a number of years. The contributors have a wealth of experience and expertise that helps trainees get to the root of issues in the secondary school providing a foundation for further reading and discussion. The authors have the ability to separate the salient issues so that trainees can `question the given’, offering intelligent opinion and thought. Readers can look practically, and rationally, at what constitutes effective teaching in the secondary classroom proving that this is an excellent starting point for any new teacher. Every reference list I read cites this book demonstrating it as a key text in teacher education. The 7th edition is a welcome update and will appeal massively to any professional who shares the ambition to make a difference in the classroom.’
Suzanne Lawson
Secondary PGCE Course Leader, University of Worcester, UK
`This book provides a useful and effective insight into being a teacher, and a pedagogical and practical understanding of the complexity of teaching. It successfully breaks down the various elements of the profession into sections, acknowledging that there might not be a template of a perfect teacher, but rather a series of skills, qualities and behaviours that inform and underpin effective teaching and learning.
With the changing landscape of ITE (initial teacher education) and the growth of school-led approaches, a comprehensive guide to support trainees across all aspects of their training (from what is a teacher and classroom behaviours to developing professional practice and securing a first post) is extremely valuable.’
Martin Husbands
Head of School Direct, Newman University, UK
Learning to Teach in the Secondary School 7th ed. describes, analyses and reflects pertinently a trainee’s experience in a Secondary school. It gives the Secondary trainee confidence by highlighting key foci; for example, professionalism, specific curriculum pedagogy, how to observe, and why teachers want to teach. Indeed, the edition "sells" the individualism of the teaching profession and why there is no other profession like it. This is also supported by relevant tasks for the trainee to engage with which explain and consolidates key concepts such as teacher reflection, mixing the practical with the theoretical learning theories.
The 7th Edition is very accessible for all trainee teachers, full of useful tips on time management, how to manage work/life balance and how to be proactive in an ever evolving profession. Highly recommended.’
Alyson Midgley
Secondary Flexible PGCE Programme Leader, Edge Hill University, UK
`This book covers the key themes affecting secondary teacher education today. The authors offer a challenging rather than a descriptive account of contemporary issues affecting Initial Teacher Education. Trainee teachers are encouraged to think about their changing professional role and to explore broader conceptions of it; they are asked to engage with current issues surrounding pedagogic knowledge, its influences and determiners, and to reflect on their actions in response.
Trainee teachers following pre- or in-service routes into teaching will find the book a useful resource. It will appeal to trainee teachers following one of a number of routes into teaching, including university-based; School Direct; school-centred (SCITTs) and the Assessment-Only routes to QTS. Whilst offering many practical ideas and suggestions for use in everyday practice, it also makes the link between initial teacher education and on-going professional, career development.
If not already included, the book will make a useful addition to programme reading lists.’
Val Butcher
Associate Dean and Head of Department, Manchester Metropolitan University, UK
