1st Edition

Children's Perceptions of Learning with Trainee Teachers

Edited By Hilary Cooper, Rob Hyland Copyright 2000
    224 Pages
    by Routledge

    224 Pages
    by Routledge

    This book is unique as it focuses on pupils' perceptions of their learning with trainee teachers in primary schools. It aims to raise trainee teachers' awareness of the importance of considering pupils' perceptions in evaluating their teaching and provides frameworks for doing so. It enables teachers to make links between theory, research and practice as part of their on-going development.
    The text includes:
    *interviews with primary pupils
    *examples of new teaching approaches
    *case studies offering pupil insights into curriculum subjects
    *chapter summaries giving suggestions for teaching strategies, discussions with mentors and tutors and further reading

    Introduction PART I The Big Picture 1 The Big Picture: what children told us about their work with trainee teachers 2 Why children’s perceptions? The context for the inquiry PART II Roles and responsibilities 3 Drama: pupils’ perceptions of the power game 4 Student teachers in the infant classroom: many hands make light work? PART III Do pupils learn what trainee teachers teach? 5 Geography: can’t you tell us the answer Miss? 6 The properties that matter: children’s perceptions of student teachers in science 7 Technology: wheels within wheels 8 1066 and all that!: pupil misconceptions in history 9 Literacy activities: purposeful tasks or ways of keeping busy? 10 Mathematics: can trainees count? PART IV New faces, new ideas? 11 Art and design: a view from the classroom 12 Music as you like it? 13 Information and communication technology: who dares wins! 14 Physical education: challenging stereotypes PART V Themes, dimensions and issues 15 ‘Oh no – not Jonah again!’: is aversion to ‘Bible story’ inevitable? 16 ‘Solicitous tenderness’: discipline and responsibility in the classroom 17 Please Sir! Yes Miss! 18 Miss, why are you brown?’: some children’s perceptions of black and Asian trainee teachers in ‘all-white’ schools Afterword


    Hilary Cooper is a Principal Lecturer and Head of Programme for Research in Education at St Martins College.
    Rob Hyland was until recently a lecturer in education at St Martins College. Currently he is engaged in a research project at the University of Newcastle.