Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations.
This third edition of Learning to Teach in the Primary School is fully updated with reference to the new National Curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. Twenty-two new authors have been involved and connections are now made to Northern Irish, Welsh and Scottish policies. In addition, five new units have been included on:
making the most of your placement
play and exploration in learning
special educational needs
With Masters-level reflective tasks and suggestions for research-based further reading, the book provides valuable support to trainee teachers engaged in learning through school-based experience and through reading, discussion and reflections as part of a teacher education course. It provides an accessible and engaging introduction to knowledge about teaching and learning that every student teacher needs to acquire in order to gain qualified teacher status (QTS).
This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT) and employment-based teacher training courses (Schools Direct, Teach First), plus those studying Education Studies.
This textbook is supported by a free companion website with additional resources for instructors and students and can be accessed at www.routledge.com/cw/Cremin.
Publisher: Taylor & Francis Ltd
Number of pages: 652
Weight: 1470 g
Dimensions: 248 x 191 x 43 mm
Edition: 3rd New edition
`This book is outstanding. It comprehensively addresses the broad range of key aspects of both policy and practice in the primary curriculum. With contributions from acknowledged experts in individual fields, it really is an essential companion for trainee teachers and NQTs. More experienced practitioners and teacher trainers who are keen to remain up-to-date with developments in primary teaching and learning, and to improve their own practice, will likewise find it invaluable.'
Angela McLachlan, University of Manchester, UK
`Learning to Teach in the Primary School is an invaluable book for those in primary initial teacher education. It covers all the most important topics and issues, and supports students in reflecting on and deepening their learning. This is an essential text.'
Helena Gillespie, University of East Anglia, UK
`A comprehensive text that will support the student teacher during training and beyond. Written by academics who are respected in their field, this is an authoritative text that synthesises pedagogy with practice and provides a solid foundation on which to build a reflective practitioner approach to teaching.'
Elizabeth Broad, University of Roehampton, UK
`This book is a valuable collection of essential reading for any beginning or training teacher embarking upon their new career. The extensive literature covers topical issues prevalent in all primary classrooms and the wide variety of contributors indicate a breadth of knowledge and research that guide the teacher in many pedagogical areas. I would highly recommend the book and both Teresa Cremin and James Arthur (Eds.) should be commended for offering so much updated and current material within this third edition.'
Shauna McGill, University of Ulster, UK
`Learning to Teach in the Primary School provides valuable support to all trainee teachers in developing understanding of all aspects of the role and achieving the Teachers' Standards. This understanding is essential in becoming an outstanding, flexible, effective and creative primary school teacher whichever route is chosen in joining the profession. Recent developments are discussed and practical advice is offered throughout.'
Karen Russell, University of St Mark and St John, Plymouth, UK