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In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach.
Divided into three sections the book covers:
This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.
'Overall, the book offers a clear and helpful frame for conceptualizing a view of the professional science teacher as one who embraces the notion of recognizing personal agency and responsibility in both the construction of knowledge forscience teaching and the construction of knowledge aboutscience teaching.' – International Journal of Science Education Vol. 28, No. 12, 6 October 2006
'A text such as this can provide a stimulus for critical reflection on issues that confront science teachers and nurture their professional learning. Obvious potential readers of this book are preservice/beginning science teachers and their teacher educator/mentors, although possible other audiences include students beginning graduate study in science education.' – International Journal of Science Education Vol. 28, No. 12, 6 October 2006
Part I: Science as a school subject. Part II: Teaching Science in the secondary school. Part III: Reflecting on science learning: the place of educational research.
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.