Overview

Planning for authentic learning begins with engaging children. This book explores each subject in the primary curriculum offering clear guidance on the distinctive elements of each and effective pedagogical approaches that support informed teaching. Key aspects include: * Real-life case studies including student teacher and expert commentaries * Critical tasks for reflection and evaluation with suggested responses * How effective teaching can nurture children's intellectual development This is essential reading for all students on primary initial teacher education courses including university-based (PGCE, BEd, BA with QTS), and schools-based (School Direct, SCITT, Teach First) routes into teaching.

Full Product Details

9781526459022

Table of Contents

Reviews

The chapter offers accessible practical ideas which trainee teachers can relate to. Selected critical tasks with detailed responses enables them to reflect on creating robust, inclusive teaching environments. By understanding the purpose of segmental analysis, trainee teachers have a clear focus when addressing individual needs and developing physical literacy. -- Gwenda Lappin

Author Information

Much to the surprise of anyone who meets him now, when he was a young man, Colin Forster spent two years working as an outdoor activities instructor and it was during this time that he developed an interest in education.  He began his primary teaching career in south west London before moving to Gloucestershire, where he continued to gain school leadership experience.  He is currently a senior lecturer in primary education at the University of Gloucestershire, where he has gained considerable experience of primary teacher education course leadership and in supporting students, at both undergraduate and postgraduate level, with research projects focused on improving practice.  His areas of interest include primary science, behaviour management and action research and he has undertaken research into children’s experience of homework in the primary years.  Rachel Eperjesi knew she wanted to be a teacher from the age of 5.  However, some rather poor careers advice led her to embark on a medical degree, which quickly resulted in her declaring it ′too messy′ and she decided to follow her heart into teaching instead.  After completing a BEd Hons, Rachel taught in Foundation Stage and Key Stage 1 (also quite messy) in Gloucestershire, as well as undertaking English consultancy for the local authority.  She now works at the University of Gloucestershire, lecturing in primary English and professional studies, as well as currently leading the School Direct PGCE Primary course. Rachel has supported many students, both undergraduate and postgraduate, with research projects focusing on improving their educational practice.

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