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Thanks and acknowledgements | ||
Introduction | 1 | |
Ch. 1 | Contexts: when and why advisors advise | 8 |
1.1 | Pre-service and in-service contexts | 8 |
1.2 | The issues | 9 |
1.3 | Pre-service contexts | 11 |
1.4 | In-service contexts | 16 |
1.5 | What's in a word? The terminology of advice | 21 |
Ch. 2 | Learning to teach | 26 |
2.1 | Theory vs practice in teacher education | 26 |
2.2 | The knowledge involved in teaching | 27 |
2.3 | Theoretical perspectives on the learning of skills | 29 |
2.4 | Approaches to training teachers | 35 |
Ch. 3 | The role of dialogue in learning to teach | 45 |
3.1 | Kolb's Experiential Learning and the practice cycle | 45 |
3.2 | The lesson: observation for development | 48 |
3.3 | The feedback session: theory into practice or practice into theory? | 50 |
3.4 | Constructing new understandings: the Vygotskian perspective | 51 |
3.5 | The personal and the social; how they interact in practice | 53 |
3.6 | Theory, consciousness and language | 54 |
3.7 | The inner dialogue and continuing professional development | 55 |
3.8 | The teaching practice cycle: implementation problems | 57 |
Ch. 4 | Supervision and the three-stage model of helping | 61 |
4.1 | Styles of supervision: directive vs non-directive | 61 |
4.2 | Providing help: the overall frameworks | 64 |
4.3 | Counselling theories and the provision of advice | 65 |
4.4 | Different approaches to counselling | 66 |
4.5 | Problem-solving and Egan's eclectic model of counselling | 67 |
4.6 | The principles of the three-stage model and providing advice to teachers | 68 |
4.7 | Potential difficulties with the Egan model | 69 |
4.8 | The practice cycle and the three-stage model of helping | 72 |
Ch. 5 | Providing a framework: Six Category Intervention Analysis | 77 |
5.1 | Six Category Intervention Analysis | 77 |
5.2 | The six categories | 78 |
5.3 | Authoritative vs facilitative interventions | 79 |
5.4 | Different agendas and types of intervention | 81 |
5.5 | Degenerative interventions | 83 |
Ch. 6 | Ways of talking to teachers 1: creating the right atmosphere | 87 |
6.1 | Effective attending and listening | 87 |
6.2 | Active listening | 89 |
6.3 | Creating empathy | 94 |
6.4 | Supportive interventions | 94 |
Ch. 7 | Ways of talking to teachers 2: dealing with feelings | 98 |
7.1 | Anxiety and defensiveness | 98 |
7.2 | Dealing with anxiety and defensiveness | 101 |
7.3 | Being in touch with emotions | 104 |
Ch. 8 | Ways of talking to teachers 3: directing and learning | 107 |
8.1 | Prescriptive interventions | 107 |
8.2 | Informative interventions | 109 |
8.3 | Confronting interventions | 112 |
8.4 | Providing negative feedback in a non-punitive atmosphere | 113 |
8.5 | Providing action plans | 115 |
8.6 | Written feedback | 118 |
Ch. 9 | Ways of taking to teachers 4: towards critical self-awareness | 120 |
9.1 | Catalytic interventions | 120 |
9.2 | Critical incidents as catalytic interventions | 129 |
9.3 | Sequencing the interventions | 130 |
Ch. 10 | Putting it all together: personal and cultural factors | 133 |
10.1 | Introduction | 133 |
10.2 | Individual differences and feedback styles | 134 |
10.3 | Cultural influences | 138 |
10.4 | Different agendas in the feedback session | 142 |
Tasks | 149 | |
Photocopiable resources | 212 | |
References | 269 | |
List of figures | 276 | |
Index | 278 |
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