2nd Edition

What Makes a Good Primary School Teacher? Expert classroom strategies

    168 Pages
    by Routledge

    168 Pages
    by Routledge

    We know that successful teachers need to use a range of teaching strategies, but what are they?

    Bringing together fascinating, first-hand accounts of teaching, assessment and feedback strategies used by 'expert' teachers, this Routledge Classic Edition is an indispensable guide for teachers and trainee teachers looking to extend their skills and improve their practice.

    With a brand new foreword from Margaret Brown to contextualise the book within the field today, this accessible and concise text illustrates good teaching practice, offering a range of rich case studies and first-hand narratives. Chapters investigate a number of key areas, including the most common lesson patterns and when to use them, how teaching strategies are varied according to subject, and how assessment and feedback can encourage pupils to learn.

    Based on extensive fieldwork by highly respected researchers and authors, What Makes a Good Primary School Teacher? is essential reading for trainee and practising teachers, and will be particularly useful for those seeking fresh inspiration for successful approaches to assessment.

    Introduction 1. Setting the Scene 2. Lesson Patterns 3. Teaching Strategies 4. Assessment 5. Feedback 6. Learning and Teaching: Teachers' and Pupils' Views 7. Synthesis


    Caroline Gipps was formerly Vice Chancellor of the University of Wolverhampton, UK. The research on which this book is based was carried out while she was Dean of Research at the Institute of Education, University College London, UK. Caroline spent nearly 20 years at the Institute as an educational researcher.

    Bet McCallum was formerly a primary head teacher and tutor in Curriculum Studies and the Primary School at the Institute of Education, University College London, UK. She co-directed the research that forms the background to this book.

    Eleanore Hargreaves is Senior Lecturer in Effective Learning and Teaching at the Institute of Education, University College London, UK.