LEADER 00000cam a2200721Mi 4500 001 ocn893331303 003 OCoLC 005 20170428043326.8 006 m o d 007 cr |n||||||||| 008 141018s2007 enk ob 001 0 eng d 019 880234779 020 9781441191533|q(electronic book) 020 1441191534|q(electronic book) 020 |z9780826484901|q(hardcover) 020 |z0826484905|q(hardcover) 020 |z9780826484918|q(paperback) 020 |z0826484913|q(paperback) 035 (OCoLC)893331303|z(OCoLC)880234779 040 EBLCP|beng|epn|cEBLCP|dYDXCP|dIDEBK|dE7B|dDEBSZ|dOCLCQ |dOCLCO|dOCLCQ|dN$T|dOCLCO|dOCLCQ 049 RIDW 050 4 LB1731 .M317 2007 072 7 EDU|x042000|2bisacsh 072 7 EDU|x036000|2bisacsh 072 7 EDU|x024000|2bisacsh 082 04 370.715 084 81.61|2bcl 084 5,3|2ssgn 084 DN 7502|2rvk 090 LB1731 .M317 2007 100 1 Malderez, Angi,|d1950-|0https://id.loc.gov/authorities/ names/n98080097 245 10 Teaching Teachers :|bProcesses and Practices. 264 1 London :|bBloomsbury Publishing,|c2007. 300 1 online resource (198 pages). 336 text|btxt|2rdacontent 337 computer|bc|2rdamedia 338 online resource|bcr|2rdacarrier 347 text file|2rdaft 490 1 Practical Teaching Guides 504 Includes bibliographical references and index. 505 0 Cover; Contents; Acknowledgements; Glossary; General Introduction; Who this book is for; Who we are; Why we have written this book; What''s in the book; Ways of using the book; If you are a (new) teacher of teachers; If you are involved in instigating educational reforms at a national or local level; If you are involved in dissemination of educational research findings; If you are responsible for an academic course on teacher education; If you are in a development group with other ToTs; What we mean by ''teachers'' (of teachers); Part 1 Preparing Yourself. 505 8 Introduction: Preparing your own thinking: why it matters1 What teachers need to learn; Introduction; 1.1 Possible goals for teacher learning; 1.2 A very quick look at ideas about teacher learning; 1.3 A story; 1.4 What ''good'' teachers know; 2 How teachers learn; 2.1 Knowing about (KA); 2.2 Knowing how (KH development); 2.3 Knowing to (KT); 2.4 Conditions for teacher learning; 3 Teachers learning from their own and others'' experience -- putting it all together; Introduction; 3.1 Modes of mind.; 3.2 Towards a pendulum model; Conclusion; References; Further reading. 505 8 Part 2 Developing Programmes that Support Teacher Learning4 Designing your programme; Introduction; 4.1 Identifying needs; 4.2 Identifying programme aims; 4.3 The influence of context on design decisions; 5 Planning; 6 Preparation; 6.1 Concrete preparation; 6.2 Immediate ''preparation of self for teaching; 7 Working one-to-one; 7.1 Mentors and mentoring; 7.2 Mentoring: the design stage; 7.3 Mentoring: the planning stage; 7.4 Mentoring: concrete preparation; Conclusion; Materials and activities used in examples in Part 2; References; Further reading; Part 3 Developing as a Teacher of Teachers. 505 8 Introduction8 ToTs together; 8.1 ToT Development groups; 8.2 Some activities for ToTs together groups; 9 Working together to develop in-class teaching skills; 9.1 Team teaching; 9.2 Peer observation; 9.3 Teaching skill development in ToTs together groups; Conclusion; 10 Managing your development alone.; Conclusion: Making our engagement in our own ToT learning visible; References; Further reading; Part 4 Assessment and Evaluation; Introduction; 11 Assessing teachers and their teaching; Introduction; 11.1 What do we mean by assessment?; 11.2 Planning for assessment.; 11.3 Criteria development. 505 8 11.4 Reasons to be cautious11.5 The gathering of evidence -- focus on observation; 12 Evaluation; 12.1 Formal programme evaluation; 12.2 ToT self-evaluation of their own teaching; References; Further reading; Final thoughts; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W. 520 This book is a rich resource for all those who support the learning of teachers. These ''teachers of teachers'' (ToTs) may find themselves: Being responsible for staff development within the context of a school; Running a one- off workshop or a longer in-service programme; Teaching university-based elements of an initial teacher preparation (ITP) programme; or Mentoring a trainee during the classroom based elements of their ITP or as part of an ongoing programme of inservice provision. Based on many years of experience in the field as ToTs and researchers, the authors provide strateg. 588 0 Print version record. 590 eBooks on EBSCOhost|bEBSCO eBook Subscription Academic Collection - North America 650 0 Teachers|xIn-service training.|0https://id.loc.gov/ authorities/subjects/sh85132968 650 0 School supervision.|0https://id.loc.gov/authorities/ subjects/sh85118423 650 7 Teachers|xIn-service training.|2fast|0https:// id.worldcat.org/fast/1144294 650 7 School supervision.|2fast|0https://id.worldcat.org/fast/ 1107862 655 4 Electronic books. 700 1 Wedell, Martin.|0https://id.loc.gov/authorities/names/ n2006088148 776 08 |iPrint version:|aMalderez, Angi.|tTeaching Teachers : Processes and Practices.|dLondon : Bloomsbury Publishing, ©2007|z9780826484901 830 0 Practical Teaching Guides. 856 40 |uhttps://rider.idm.oclc.org/login?url=http:// search.ebscohost.com/login.aspx?direct=true&scope=site& db=nlebk&AN=842511|zOnline eBook. Access restricted to current Rider University students, faculty, and staff. 856 42 |3Instructions for reading/downloading this eBook|uhttp:// guides.rider.edu/ebooks/ebsco 901 MARCIVE 20231220 948 |d20170505|cEBSCO|tebscoebooksacademic new|lridw 994 92|bRID