This book has been written for teachers of business education and economics in the years of their early professional development, including those on PGCE courses, those in their induction year, and those in years two and three of their teaching career. The book will also be suitable for subject leaders with mentor responsibilities and Advanced Skills teachers undertaking specialist inset and teaching support.
The book covers the training standards for NQTs and the Induction Standards. But it goes beyond this by fully exploring issues to do with subject knowledge in learning to teach, broadly accepting that an essential element of a secondary teacher’s identity is tied up with the subject taught. The book is divided into three sections:
This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it and how to engage with what pupils learn through it.
1. Introduction Part 1. The Subject: Purpose and Focus 2. Developing Citizens, Consumers and Owners 3. Work-related Learning and Enterprise Education 4. Government Policy and the Shape of the Curriculum 5. Business, Not-for-profits, Higher Education and Teachers: Contesting the character of the subject Part 2. The Subject in School: Learning and Assessment 6. Making Sense of Assessment Frameworks 7. Choosing and Using Different Types of Assessment 8. Learning through Doing: Designing tasks and types of processing 9. Learning through Thinking: The roles of experience and conceptual understanding Part 3. Professional Development 10. Evaluating Teaching in Business, Economics and Enterprise 11. Conclusions
This series for PGCE students provides a new concept in textbooks. The books start by recognizing student teachers as subject specialists and so focus on how these students can turn their specialist degree-level knowledge into school-level knowledge for their pupils. Each title combines this approach with coverage of the training standards and the inductions standards and guidance for best practice.
Clearly written and thought-provoking, each chapter opens and closes with ‘orientation questions’ and ‘for further thinking’ respectively. Lists of further reading are also included together with the addresses of useful websites, and ‘case-in-point’ examples are used to illustrate practical applications.
The Teaching School Subjects 11-19 series provides stimulating assistance by helping students find ways of thinking about their specialism, how to teach with it and how to engage with what pupils learn through it.