Preparing to Teach in Secondary Schools Edition
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Second Second Edition Preparing to Teach in Secondary Schools Edition Review of the first edition: Preparing to in Secondary Schools Teach “An excellent introduction to all of the core professional issues that trainee teachers need to address during their training… a first port of call for all student teachers keen to understand the challenges involved in becoming a professional teacher in today's schools.” PROFESSOR JOHN FURLONG, DIRECTOR, DEPARTMENT OF EDUCATIONAL STUDIES, OXFORD UNIVERSITY, UK he new edition of this bestseller is the definitive guide for all trainee secondary school and newly qualified teachers. Using practical T examples, it covers the range of core professional skills and concepts that all student teachers need to acquire, irrespective of their subject specialism or training route. Updated and revised throughout to take into account recent developments in teaching, the second edition covers topics such as Every Child Matters, Special Educational Needs, and ICT in the classroom, making it suitable for use by newly qualified teachers to support their early professional development. Informative, accessible and engaging, the book offers students: ● Use of examples and illustrations to make abstract or unfamiliar ideas concrete and meaningful Preparing to Teach ● An interactive approach whereby readers are invited to engage with the text and respond to it through a set of objectives, to be achieved by the end of the chapter ● Thought-provoking research to alert readers to fresh thinking and in Secondary Schools initiatives, which are at the cutting-edge of developments in the field ● Self-contained tasks to enable readers to complete them there and then Val Brooks is an associate professor in the Institute of Education at Warwick Brooks A student teacher’s guide University, UK, where she has been involved with three programmes of secondary initial teacher training: PGCE, Flexible Postgraduate Initial Teacher to professional issues Training and the Graduate Teacher Programme. ● Ian Abbott is Deputy Director of the Institute of Education at Warwick Abbott in secondary education University, UK. He was the co-ordinator of the PGCE Economics and Business Studies programme and a core professional studies tutor. ● Liz Bills is a lecturer at Oxford University, UK. She teaches on the PGCE Bills mathematics subject course and the Professional Development Programme. Edited by Val Brooks Ian Abbott Cover design Hybert Design • www.hybertdesign.com www.openup.co.uk Second Liz Bills Edition Preparing to Teach in Secondary Schools Preparing to Teach in Secondary Schools A STUDENT TEACHER’S GUIDE TO PROFESSIONAL ISSUES IN SECONDARY EDUCATION Second edition Edited by Val Brooks, Ian Abbott and Liz Bills Open University Press McGraw-Hill Education McGraw-Hill House Shoppenhangers Road Maidenhead Berkshire England SL6 2QL email: [email protected] world wide web: www.openup.co.uk and Two Penn Plaza, New York, NY 10121-2289, USA First edition published 2004 This edition published 2007 Copyright © Val Brooks, Ian Abbott and Liz Bills 2007 All rights reserved. Except for the quotation of short passages for the purposes of criticism and review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or a licence from the Copyright Licensing Agency Limited. Details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Ltd of Saffron House, 6–10 Kirby Street, London, EC1N 8TS. A catalogue record of this book is available from the British Library ISBN10: 0 335 22534 9 (pb) ISBN13: 978 0 335 22534 7 (pb) Library of Congress Cataloging-in-Publication Data CIP data applied for Typeset by RefineCatch Limited, Bungay, Suffolk Printed in Poland by OZ Graf. S.A. www.polskabook.pl Contents Notes on contributors ix Acronyms and abbreviations xv Introduction 1 SECTION 1 Becoming a teacher 5 1 Learning to teach and learning about teaching Val Brooks 7 2 The professional framework and professional values and practice Susan Orlik 18 3 Key issues, opportunities and challenges for new teachers Emma Westcott and Alma Harris 31 SECTION 2 Core professional competences 43 4 Understanding how pupils learn: Theories of learning and intelligence Daniel Muijs 45 5 Planning for learning Paul Elliott 60 6 Using differentiation to support learning Liz Bills and Val Brooks 74 7 Working with parents and other adults Liz Bills 88 vi CONTENTS 8 Communication in the classroom Paul Elliott 100 9 Using assessment for formative purposes Val Brooks 113 10 Using assessment data to support pupil achievement Chris Husbands 127 11 Positive approaches to supporting pupil behaviour Jo Crozier 140 12 Using ICT to support learning Mick Hammond 157 SECTION 3 Secondary schools and the curriculum 169 13 What should we teach? Understanding the secondary curriculum Chris Husbands 171 14 Spiritual, moral and cultural development Judith Everington 181 15 Raising standards: the Secondary National Strategy Alan Howe 196 16 Literacy across the curriculum John Gordon 208 17 Numeracy across the curriculum Chris Bills and Liz Bills 218 18 Citizenship Alison Kitson and Terry Haydn 233 19 14–19 curriculum reform Ian Abbott and Prue Huddleston 250 SECTION 4 Making schooling work for all: Every Child Matters and the inclusion agenda 263 20 Does every child matter? Education, social care and the new agenda for children’s services Chris Husbands 265 21 Special educational needs and inclusive schooling Dimitra Hartas 274 CONTENTS vii 22 Schooling, ethnicity and English as an additional language Sandra Howard 288 23 Schooling and gender Kate Shilvock 302 24 Pastoral care and the role of the tutor Peter Lang 314 25 Personal, social and health education Peter Lang and Chris Husbands 324 26 Government policy Ian Abbott 335 References 345 Index 357 Notes on contributors Ian Abbott is Deputy Director of the Institute of Education at the University of Warwick. Formerly he was the coordinator of the PGCE Economics and Business Studies course and he has taught on a number of teacher education programmes. He has substantial teaching experience in a number of schools and colleges. His research interests include 14–19 education, vocational education and training, education business links and initial teacher education. Chris Bills was a secondary school mathematics teacher and has worked as a KS3 mathematics consultant in two local authorities as well as spending two years at the University of Central England in Birmingham, as Secondary Mathematics Course Coordinator. His PhD research focused on young children’s language and imagery related to mental calculation. He has followed this with research into children’s lan- guage of explanation and proof. He co-authored Thinkers, an ATM publication of activities to stimulate mathematical thinking. Liz Bills taught mathematics in secondary schools for ten years before moving to posts in higher education. She has been a tutor for secondary mathematics PGCE students for 12 years. More recently she has also taught and coordinated the Core Professional Studies element of the secondary PGCE course as well as being Director of secondary PGCE at the University of Warwick. She has a particular interest in innovative approaches to initial teacher education and has been active in promoting flexible and alternative routes into teaching. Her research interests are mainly in mathematics education and in classroom discourse. She is now a lecturer at the University of Oxford. Val Brooks taught English in secondary schools and a sixth form college before she became a lecturer in the Institute of Education at Warwick University where she is Deputy Director of Graduate Studies. Formerly, she coordinated the Flexible Postgraduate Initial Teacher Training programme. Her research interests include assessment and initial teacher education. Jo Crozier was a tutor on the PGCE programme at the University of Warwick from 1993 to 2006 where she ran and taught on teacher education programmes. Her x NOTES ON CONTRIBUTORS research has focused on the experience of disaffected pupils, including a study of gender issues in relation to school disaffection and disruption with a focus on girls’ perspectives of their school experience. Her teaching experience extends from pri- mary to adult education, and includes working with young people excluded or at risk of exclusion from school, both in a community-based unit and in local authority behaviour support provision. Paul Elliott is Professor of Science Education in the School of Education and Professional Learning at Trent University in Ontario. He formerly coordinated the secondary science PGCE course at the University of Warwick. His early research was in insect ecology after which he taught for several years at an 11–18 comprehensive school in Wiltshire. Recently he has contributed to the international debate on the nature of scientific literacy and is particularly interested in the contribution that news articles can make to science teaching. He has also worked in the UK and elsewhere developing curriculum materials for use in biodiversity education and takes every opportunity to promote the conservation of bats. Judith Everington began her career as a teacher and coordinator of religious educa- tion in Coventry secondary schools. She has been a lecturer and teacher trainer for 14 years and is currently associate professor and course leader of the Secondary PGCE in Religious Education at the Institute of Education, University of Warwick. She has written several RE textbooks and is co-editor of the Warwick RE Project books for Key Stage 1–3 pupils and their teachers. Her research is concerned with the relationship between beginning teachers’ personal and professional lives. John Gordon taught English and media studies in Norfolk and Suffolk secondary schools before becoming a lecturer and course leader for the Secondary PGCE in English at the University of East Anglia, Norwich. His current research interests include pupil responses to heard poetry, aspects of pupil behaviour and initial teacher education.