Mentoring Religious Education Teachers in the Secondary School
A Practical Guide
Herausgeber: Sheehan, Helen
Mentoring Religious Education Teachers in the Secondary School
A Practical Guide
Herausgeber: Sheehan, Helen
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This book helps mentors working with beginning teachers of religious education to develop their own mentoring skills, and to provide the essential guidance their mentee needs as they navigate the rollercoaster of their first years in the classroom.
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This book helps mentors working with beginning teachers of religious education to develop their own mentoring skills, and to provide the essential guidance their mentee needs as they navigate the rollercoaster of their first years in the classroom.
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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Mentoring Trainee and Early Career Teachers
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 272
- Erscheinungstermin: 29. Dezember 2022
- Englisch
- Abmessung: 246mm x 174mm x 15mm
- Gewicht: 482g
- ISBN-13: 9781032042442
- ISBN-10: 1032042443
- Artikelnr.: 65609886
- Herstellerkennzeichnung
- Books on Demand GmbH
- In de Tarpen 42
- 22848 Norderstedt
- info@bod.de
- 040 53433511
- Mentoring Trainee and Early Career Teachers
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 272
- Erscheinungstermin: 29. Dezember 2022
- Englisch
- Abmessung: 246mm x 174mm x 15mm
- Gewicht: 482g
- ISBN-13: 9781032042442
- ISBN-10: 1032042443
- Artikelnr.: 65609886
- Herstellerkennzeichnung
- Books on Demand GmbH
- In de Tarpen 42
- 22848 Norderstedt
- info@bod.de
- 040 53433511
Helen Sheehan is Course Leader for the Post-Graduate Certificate in Education (PGCE) in Religious Education, and responsible for all humanities PGCE provision (RE, History, Geography, Citizenship & PSHE and Social Sciences) at Sheffield Hallam University, UK.
Section 1: THE BIG PICTURE: MENTORING BEGINNING RELIGIOUS EDUCATION. 1.
Models of Mentoring. 2. Subject-specific mentoring in religious education.
3. The changing nature of the mentor-beginning teacher relationship: from
modelling to co-enquirers. 4. Understanding yourself: Positionality and
mentoring. 5. A skills audit: your knowledge, skills and understanding as a
mentor. SECTION 2: THE COMPLEX PICTURE: RELIGIOUS EDUCATION AND WORLDVIEWS.
6. What are we doing and how do we do it? A skills and knowledge audit for
a multidisciplinary study. 7. Helping beginning teachers develop religious
literacy through their classroom practice. 8. Mentoring beginning RE
teachers in Faith Schools. 9. Developing beginning teachers' understanding
of knowledge and skills in the RE curriculum. 10. Supporting beginning
teachers to audit and develop their knowledge, skills and understanding in
religious education. SECTION 3: THE PRACTICAL PICTURE: MENTORING BEGINNING
RELIGIOUS EDUCATION TEACHERS IN PRACTICE. 11. Helping beginning religious
education teachers plan effective and creative lessons. 12. Supporting the
delivery and evaluation of lessons. 13. Observing beginning religious
education teachers' lessons. 14. Post-observation discussions and target
setting. 15. Supporting Beginning Teachers to teach GCSE and A level
religious studies. 16. Supporting beginning religious education teachers in
approaching controversial issues in the classroom. 17. Helping beginning
religious education teachers develop their professional practice. Index.
Models of Mentoring. 2. Subject-specific mentoring in religious education.
3. The changing nature of the mentor-beginning teacher relationship: from
modelling to co-enquirers. 4. Understanding yourself: Positionality and
mentoring. 5. A skills audit: your knowledge, skills and understanding as a
mentor. SECTION 2: THE COMPLEX PICTURE: RELIGIOUS EDUCATION AND WORLDVIEWS.
6. What are we doing and how do we do it? A skills and knowledge audit for
a multidisciplinary study. 7. Helping beginning teachers develop religious
literacy through their classroom practice. 8. Mentoring beginning RE
teachers in Faith Schools. 9. Developing beginning teachers' understanding
of knowledge and skills in the RE curriculum. 10. Supporting beginning
teachers to audit and develop their knowledge, skills and understanding in
religious education. SECTION 3: THE PRACTICAL PICTURE: MENTORING BEGINNING
RELIGIOUS EDUCATION TEACHERS IN PRACTICE. 11. Helping beginning religious
education teachers plan effective and creative lessons. 12. Supporting the
delivery and evaluation of lessons. 13. Observing beginning religious
education teachers' lessons. 14. Post-observation discussions and target
setting. 15. Supporting Beginning Teachers to teach GCSE and A level
religious studies. 16. Supporting beginning religious education teachers in
approaching controversial issues in the classroom. 17. Helping beginning
religious education teachers develop their professional practice. Index.
Section 1: THE BIG PICTURE: MENTORING BEGINNING RELIGIOUS EDUCATION. 1.
Models of Mentoring. 2. Subject-specific mentoring in religious education.
3. The changing nature of the mentor-beginning teacher relationship: from
modelling to co-enquirers. 4. Understanding yourself: Positionality and
mentoring. 5. A skills audit: your knowledge, skills and understanding as a
mentor. SECTION 2: THE COMPLEX PICTURE: RELIGIOUS EDUCATION AND WORLDVIEWS.
6. What are we doing and how do we do it? A skills and knowledge audit for
a multidisciplinary study. 7. Helping beginning teachers develop religious
literacy through their classroom practice. 8. Mentoring beginning RE
teachers in Faith Schools. 9. Developing beginning teachers' understanding
of knowledge and skills in the RE curriculum. 10. Supporting beginning
teachers to audit and develop their knowledge, skills and understanding in
religious education. SECTION 3: THE PRACTICAL PICTURE: MENTORING BEGINNING
RELIGIOUS EDUCATION TEACHERS IN PRACTICE. 11. Helping beginning religious
education teachers plan effective and creative lessons. 12. Supporting the
delivery and evaluation of lessons. 13. Observing beginning religious
education teachers' lessons. 14. Post-observation discussions and target
setting. 15. Supporting Beginning Teachers to teach GCSE and A level
religious studies. 16. Supporting beginning religious education teachers in
approaching controversial issues in the classroom. 17. Helping beginning
religious education teachers develop their professional practice. Index.
Models of Mentoring. 2. Subject-specific mentoring in religious education.
3. The changing nature of the mentor-beginning teacher relationship: from
modelling to co-enquirers. 4. Understanding yourself: Positionality and
mentoring. 5. A skills audit: your knowledge, skills and understanding as a
mentor. SECTION 2: THE COMPLEX PICTURE: RELIGIOUS EDUCATION AND WORLDVIEWS.
6. What are we doing and how do we do it? A skills and knowledge audit for
a multidisciplinary study. 7. Helping beginning teachers develop religious
literacy through their classroom practice. 8. Mentoring beginning RE
teachers in Faith Schools. 9. Developing beginning teachers' understanding
of knowledge and skills in the RE curriculum. 10. Supporting beginning
teachers to audit and develop their knowledge, skills and understanding in
religious education. SECTION 3: THE PRACTICAL PICTURE: MENTORING BEGINNING
RELIGIOUS EDUCATION TEACHERS IN PRACTICE. 11. Helping beginning religious
education teachers plan effective and creative lessons. 12. Supporting the
delivery and evaluation of lessons. 13. Observing beginning religious
education teachers' lessons. 14. Post-observation discussions and target
setting. 15. Supporting Beginning Teachers to teach GCSE and A level
religious studies. 16. Supporting beginning religious education teachers in
approaching controversial issues in the classroom. 17. Helping beginning
religious education teachers develop their professional practice. Index.