Focusing on the connection between good communication and teaching skills, this practical and user-friendly teaching and learning text can be used by pre-service teachers, supervisors, mentors and academics to make the most of school placement programs.
Focusing on the connection between good communication and teaching skills, this practical and user-friendly teaching and learning text can be used by pre-service teachers, supervisors, mentors and academics to make the most of school placement programs.
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.
Inhaltsangabe
* 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
* 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
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