Vanessa Kind, Keith Taber
In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach.
Divided into three sections the book covers:
- framing the subject - defining subject knowledge and focusing on questions about science as a school subject
- teaching the subject - looking at pedagogical, curricular and pupil knowledge
- science within the professional community - focusing on the place of science within the wider curriculum and the teaching community.
This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.
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RoutledgeFalmer is already well known for its excellent textbooks for this student market
Offers a new type of book for student teachers, which will be welcomed by many course leaders
The books treat the students as subject specialists - they start from where the student is coming from
Part I: Science as a school subject. Part II: Teaching Science in the secondary school. Part III: Reflecting on science learning: the place of educational research.
For newly qualified teachers and PGCE students of secondary science. The three sections of this book not only cover the training standards for NQTS but go beyond this with a focus on the subject expertise they bring into teaching.
'Overall, the book offers a clear and helpful frame for conceptualizing a view of the professional science teacher as one who embraces the notion of recognizing personal agency and responsibility in both the construction of knowledge for science teaching and the construction of knowledge about science teaching.'
- International Journal of Science Education Vol. 28, No. 12, 6 October 2006
'A text such as this can provide a stimulus for critical reflection on issues that confront science teachers and nurture their professional learning. Obvious potential readers of this book are preservice/beginning science teachers and their teacher educator/mentors, although possible other audiences include students beginning graduate study in science education.'
- International Journal of Science Education Vol. 28, No. 12, 6 October 2006
Über den Autor
Vanessa Kind, Keith Taber
Inhaltsverzeichnis
Part I: Science as a school subject. Part II: Teaching Science in the secondary school. Part III: Reflecting on science learning: the place of educational research.
Klappentext
This refreshing new book provides stimulating assistance to subject specialists, whether you are a new teacher of science in the early years of professional development, on a PGCE course or in your induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.
Recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, the book not only covers the training standards for NQTs and the Induction Standards but takes you beyond this by fully exploring issues relating to subject knowledge in learning to teach.
Divided into three sections the areas covered are:
* framing the subject - defining subject knowledge and focussing on questions about science as a school subject
* teaching the subject - looking at pedagogical, curricular and pupil knowledge
* science within the professional community - focussing on the place of science within the wider curriculum and the teaching community.
An addition to the "Teaching School Subjects 11-19 series, which aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialties, how to teach with it and how to engage with what pupils learn through it.
