Understanding the Landscape of Teaching
Designed for Introduction to Teaching or Foundations of Education courses.Understanding the Landscape of Teaching is intended to help pre-service teachers understand the educational universe. This book provides opportunities for pre-service teachers to engage in conversations about teaching that are informed by current knowledge and professional wisdom. This book looks at teaching through six interconnected dimensions: Assumptions: Clarifying the Old and Exposing the New, Case Studies and Stories: Vignettes of Life in Schools, Teaching Qualities: Fundamental Considerations for Learning and Teaching, Current Research: Information for Thinking and Decision-Making, Knowledge: Essential for Professional Competence, Theory to Practice: Strategies and Ideas for Course or Group.
- Paperback | 416 pages
- 200.66 x 251.46 x 22.86mm | 793.78g
- 15 Aug 2003
- Pearson Canada, Toronto
- Prentice-Hall (Canada)
- Scarborough, Canada
Table of contents
(NOTE: Each chapter beings with Chapter Focus and Focus Questions and concludes with Reflection and Perspective on the Chapter, Key Terms, and Suggested Further Reading.)I. DEVELOPING AND INTEGRATED WORLDVIEW. 1. Becoming a Teacher. Integrating and Understanding Teaching.First Steps Toward Integrated Knowledge About Teaching.Five Commonplaces of Teaching.Creating Conditions for Insight.2. Teaching Qualities. The Teaching Qualities.II. LEARNING AND LEARNERS. 3. Assumptions About Learning. Assumptions About Learning.4. Individual Learning. Cognitive Learning Theories.Emotions and Learning.Perceptual Learning Preferences.Howard Gardner and Multiple Intelligence.Behaviourism.Psychomotor Learning.5. Social Learning. Social-Cognitive Learning Theory.Constructivism.Narrative Inquiry.Constructivism.Narrative Inquiry.Pro-Social Skills.Motivation and Learning.6. LEARNERS. Assumptions About Learners.Cognitive Development.Physical Development.Social Development.Issues Impacting Learners.Individual Differences.III. TEACHERS AND TEACHING. 7. The Teacher. Teaching Qualities.Assumptions About Teachers.Who is a Teacher?Attributes, Skills and Knowledge.Professional Growth.Philosophical Orientations to Teaching.Career Planning.8. Teaching. Assumptions About Teaching.Power and Control in Teaching.Empowerment.Defining Learners.Teaching Approaches.Understanding Teaching for Successful Learning.Designing for Learning.Building a Personal Philosophy of Education.IV. SCHOOLS AND CLASSROOMS. 9. Schools. Understanding Schools.Administration in Schools.Administration for Learning.Pragmatism and Practicality in Schools."Organism" and "Corporation": Two Metaphors for Schools.10. Classrooms. The Traditional Classroom.Classroom Design.Grouping Students and Teachers in the Classroom.Beyond Classroom Walls: Alternative Places for Learning.Classroom Management.V. CURRICULUM. 11. Curriculum: Decisions, Development, Implementation and Assessment. Assumptions About Curriculum.School Curriculum in Canada.Conceptions of Curriculum.Curriculum Implementation.Innovative Expressions of Planned Curriculum.Trends and Future Considerations in Curriculum Development Assessment, Evaluation, Measurement and Reporting.VI. SOCIETY, CULTURE AND SCHOOLING. 12. Assumptions about Society, Culture and Schools. Aim of Schooling;School Responses to Social Issues.13. The Evolution of Schooling in Canada-A Brief History. Schooling in Canada Before Confederation.Schooling in Canada Since Confederation.Normal Schools in Canada.Canadian Education During the 10th Century.The Post-World War II Period of Schooling in Canada.Schooling in a Historical Context.Organization of Provincial and Local Jurisdictions.Expressions of Schooling14. Schooling in the Future: Adaptation and Change. Some Assumptions About Schooling and the Future.Schooling in the Future.Glossary. References. Index.