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Strona główna » języki obce » Angielski » Dla nauczycieli

Książka ta jest skierowana do wszystkich, którzy zajmują się sferą doradztwa nauczycielskiego, a są to: inspektorzy nauczania praktycznego, mentorzy czyli osoby, które udzielają rad i wskazówek, umożliwiających ich podopiecznym rozwój zawodowy, tutorzy, dyrektorzy studium i nauczyciele pracujący razem jako "krytyczni przyjaciele", w ramach nieformalnego rozwoju zawodowego.


This book is aimed at all those responsible for advising teachers including teaching practice supervisors, mentors, INSET tutors, state education inspectors, directors of studies, and teachers working together as 'critical friends' in informal teacher development.

PART 1;
Chapter 1: Contexts: when and why advisors advise;
Chapter 2: Learning to teach;
Chapter 3: The role of dialogue in learning to teach;
Chapter 4: Supervision and the three-stage model of helping;
Chapter 5: Providing a framework: Six Category Intervention Analysis;
Chapter 6: Ways of talking to teachers 1: creating the right atmosphere;
Chapter 7: Ways of talking to teachers 2: dealing with feelings;
Chapter 8: Ways of talking to teachers 3: directing and leading;
Chapter 9: Ways of talking to teachers 4: towards critical self-awareness;
Chapter 10: Putting it all together: personal and cultural factors;
Part 2;
1.1 An inspector calls;
1.2 Case studies in advising;
1.3 SWOT analysis;
1.4 Problems in supervision: lessons from the research;
1.5 Who wants to be my critical friend?;
2.1 Characteristics of successful learning;
2.2 Beliefs about teaching;
2.3 Good teachers and better teachers multi-level teaching competencies;
2.4 Hot slips: training for reflection;
2.5 Being a catalyst;
3.1 Implementing the teaching practice cycle;
3.2 The roles of the advisor and the teaching cycle;
3.3 Observation scenarios;
3.4 'Objective' observations;
3.5 Designing observation forms;
3.6 What's important?;
3.7 Scaffolding learning;
4.1 Personal constructs of feedback roles;
4.2 Effective advice;
4.3 Exam cheat role play;
4.4 Role play;
4.5 Crossed/uncrossed;
5.1 Facilitative or authoritative?;
5.2 What you say is not what I hear;
5.3 What did you intend?;
5.4 Who's in charge?;
6.1 Communication through body language;
6.2 Investigating listening behaviour;
6.3 The pre-lesson discussion;
6.4 Giving oral feedback;
8.1 Feedback role play;
8.2 Written feedback;
8.3 Formal reports;
8.4 Self-assessment and target-setting;
9.1 Leading or following?;
9.2 Feedback role play;
9.3 Is this your problem?;10.1 Exploring cultural differences;
Photocopiable resources;
References;
List of figures;
Index