Learning to Teach in the Secondary School

Höfundar: Sarah Younie, Elizabeth Hidson, Julia Lawrence, Nikki Booth (Útgáfa: 10)
Learning to Teach in the Secondary School

Kaup valmöguleikar

This market leading text for beginning teachers on all undergraduate, postgraduate and school-based routes to qualified teacher status provides an essential introduction to the key skills and knowledge needed to become a successful teacher. Offering advice on all aspects of teaching and learning, this tenth edition has been thoroughly updated to reflect changes in the field and covers key new topics including artificial intelligence (AI), online pedagogies and working with your mentor.

There are also expanded units on diversity and inclusion, teacher wellbeing and professional development. The text includes a wealth of examples, resources and tasks to support you in successfully applying theory to practice, and in critically reflecting on and analysing your practice to maximise pupil learning. The wide range of pedagogical features supports both school- and university-based work up to Master’s level.

Written by experts in the field, the 42 concise units are underpinned by evidence-informed practice and focus on what you need to know to thrive in the classroom, including: lesson planning; curriculum; managing behaviour; digital technologies and AI; effective communication with pupils; how pupils learn, cognitive development, educational neuroscience; assessment, marking and feedback; neurodivergent pupils, diversity and inclusion; special educational needs and disabilities (SEND); building resilience, managing stress, workload and time; applying for jobs and early career development.

The book is extended and enhanced with digital resources available at routledgelearning. com/learningtoteach. These include downloadable chapter-specific resources, links to useful websites, interactive quizzes and flashcards. You’ll also find animated explainer videos and author-created videos, as well as specific online-only units covering England, Northern Ireland, Scotland and Wales. Supported by the subject-specific titles in the Learning to Teach Subjects in the Secondary School and A Practical Guide to Teaching Subjects in the Secondary School Series, this book is an essential purchase for every aspiring secondary school teacher.

Nánar um bókina

Útgefandi
Taylor & Francis
ISBN
9781040854549
Print ISBN
9781041227342
Format
ePub
Útgáfa
10
Höfundar
Sarah Younie, Elizabeth Hidson, Julia Lawrence, Nikki Booth
Tungumál
English
Útgefið
2026-06-12
Prent takmörkun á líftíma
100
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Cover Page
  • Half-Title Page
  • Series Page
  • Title Page
  • Copyright Page
  • Contents
  • List of illustrations
  • List of tasks
  • List of contributors
  • Acknowledgements
  • Introduction to the tenth edition
  • 1 Becoming a Teacher
  • 1.1 What do teachers do?
  • Introduction
  • Your role as a teacher
  • Your role in raising attainment and improving life chances
  • Your work in the classroom
  • Professional knowledge for teaching
  • Your personal subject construct
  • Managing the learning environment: a key part of your general pedagogic knowledge
  • Effective teaching
  • Your digital profile: what image do you want to project?
  • 1.2 Beginning teachers’ roles and responsibilities
  • Introduction
  • The key individuals in the school and your ITE programme
  • Navigating your school placement
  • Community-level: school locality
  • Organisational level: school organisation and culture
  • Interpersonal-level: collaborative professional learning
  • Individual level: your professional learning journey
  • 1.3 Using digital technologies and artificial intelligence (AI) for professional practice
  • Introduction
  • Understanding the relevance of digital technologies for you and your pupils
  • Plan to teach using digital technology resources to enhance the pupil learning experience
  • The potential of online learning
  • Artificial intelligence (AI) in schools
  • As a teacher, what do I need to know regarding digital technologies?
  • The relevance of digital technologies for you and your pupils
  • Using an appropriate framework for auditing your knowledge and understanding of digital technologies
  • Understanding your role and responsibility in promoting online safety for both yourself and the pupils you teach
  • Being part of world-wide digital community
  • 2 Beginning to Teach
  • 2.1 Reading classrooms: How to maximise learning from classroom observation
  • Introduction
  • Preparing to observe: some general points
  • Who should you be observing and why?
  • What do classrooms look like?
  • How lessons begin and end
  • Subject content-focused observation
  • Using video to support lesson observation
  • 2.2 Schemes of learning, sequences of learning and lesson planning
  • Introduction
  • Planning what to teach and how to teach it
  • Content of lessons
  • Teaching strategies
  • Schemes of learning, sequences of learning and lesson plans
  • Scheme of learning
  • Sequence of learning
  • Using a scheme of learning to plan sequences of learning
  • Lesson plan
  • Planning parts of a lesson
  • Starter activity
  • Main episodes
  • Review/preview
  • General points to consider
  • Evaluation and planning future lessons
  • 2.3 Taking responsibility for the whole class
  • Introduction
  • Reflecting on your personal attributes
  • Confidence
  • Building relationships
  • Routines
  • Effective classroom management
  • Expectations of and for learning
  • Challenges to anticipate
  • 2.4 Working effectively with your mentor
  • Introduction
  • The role of your mentor
  • What you can expect from your mentor
  • What your mentor will expect of you
  • Contributing to the development of an effective mentor-mentee relationship
  • Engaging in effective professional dialogue
  • Your observations of teaching and learning
  • Observations of your teaching by your mentor
  • Concerns about progress
  • When issues occur between the mentor and mentee
  • 3 Classroom Interactions and Managing Pupils
  • 3.1 Communicating with pupils
  • Introduction
  • Verbal communication
  • Language of the teacher
  • Types of verbal communication
  • Questioning
  • Active listening
  • Online communication
  • Non-verbal communication
  • Presenting yourself effectively
  • Caring
  • 3.2 Motivating pupils
  • Introduction
  • What is motivation?
  • Theories of motivation
  • Applying theories of motivation to your teaching
  • Influencing the motivational climate in the classroom
  • Rewards and praise
  • Sanctions
  • Feedback
  • Motivating individuals and the class as a whole
  • 3.3 Managing classroom behaviour: Adopting a positive approach
  • Introduction
  • Whole-school behaviour policy
  • What is unacceptable behaviour?
  • Scoping the causal factors
  • Key principles of a behaviour for learning approach
  • Getting the simple things right!
  • Rights, responsibilities, routines and rules
  • Consequences
  • 3.4 Conceptualising and theorising primary-secondary school transitions
  • Introduction
  • Conceptualisation of primary-secondary transitions
  • Successful transitions
  • Discourse around primary-secondary transitions
  • Theorisation of transitions: Multiple and Multi-dimensional Transitions (MMT) Theory
  • Impact of primary-secondary school transitions on educational and wellbeing outcomes
  • Planning and preparation for primary-secondary transitions
  • Factors having an impact on pupils’ transition experiences: relationships
  • What seems to work for pupils?
  • 4 Meeting Individual Differences
  • 4.1 Pupil grouping, progression and adaptive teaching
  • Introduction
  • Grouping pupils across the school
  • Progression and adaptation
  • Case studies of pupils
  • 4.2 Adolescence, health and wellbeing: Understanding your role and PSHE
  • Introduction
  • What is adolescence?
  • Physical growth and development
  • Emotional development
  • Mental health
  • Identity
  • A whole-school approach to wellbeing
  • 4.3 Cognitive development
  • Introduction
  • The evidence base for Unit 4.3
  • Differences between pupils
  • Motivational beliefs and learning
  • A question of intelligence?
  • The role of character and cognitive ability
  • Developing cognitive abilities
  • Cognitive acceleration
  • What does it mean to be ‘good’ at a subject?
  • 4.4 Responding to diversity
  • Introduction
  • A history of diversity in the UK
  • Inclusion and educational equity
  • Gender
  • Gender identity
  • Ethnicity
  • English as an additional language
  • Socio-economic status
  • Looked-after children
  • School policy and classroom practice
  • Responding to diversity in the classroom
  • 4.5 Values education: Discussion and deliberation
  • Introduction
  • Values education
  • Ethical deliberation through discussion
  • Critical incidents
  • 4.6 An introduction to inclusion, special educational needs and disability
  • Introduction
  • Background
  • Historical context to policies and statutory frameworks
  • Becoming an inclusive educator
  • Ableist classrooms and neurodivergent pupils
  • Developing knowledge and communities of support
  • Cognition and learning
  • Social, emotional and mental health needs
  • Physical and/or sensory needs
  • Developing communities of support
  • Working with a lead professional: SENCos
  • Working with TAs
  • 5 Helping Pupils Learn
  • 5.1 Ways pupils learn
  • Introduction
  • How ideas about teaching and learning interact
  • The influence of psychological research on education
  • Cognitive developmental theory
  • Metacognition/self-regulation
  • Social constructivist theory
  • Information processing theory (IP theory)
  • Cognitive load theory
  • 5.2 Active learning
  • Introduction
  • Defining active learning and experiential learning
  • Lifelong learning: the four Rs - resilience, resourcefulness, reflectiveness and reciprocity
  • Growth mindset
  • Thinking together
  • Learning how to learn
  • Discovery learning
  • Rote learning
  • Active learning in the classroom: aids to recall and understanding
  • Interdisciplinary learning and rich tasks
  • Directed activities related to text (DART) and pupil presentations
  • Lesson planning for active learning
  • Digital technology and flipped learning
  • Developing pupils’ higher-order thinking skills
  • 5.3 Teaching styles
  • Introduction
  • Reflecting on your own education
  • Defining teaching styles
  • Theories of learning and teaching styles
  • Teaching styles in practice
  • 5.4 Improving your teaching: An introduction to practitioner research, reflective practice and evidence-informed practice
  • Introduction
  • Reflective practice and evidence-informed practice
  • Processes of reflective practice and practitioner research
  • Teachers and research
  • Some research techniques for use in the classroom
  • Participatory approaches
  • Creative research methods
  • Analysing evidence about teaching and learning
  • Acknowledgements
  • 5.5 Closing the achievement gap: Helping learners achieve by responding to how they learn
  • Introduction
  • Closing the achievement gap
  • The achievement gap, the Pupil Premium and your responsibilities
  • Raising achievement for all pupils through self-regulation and personalised learning
  • Classroom approaches: teaching/pedagogical strategies
  • Closing the gaps across the nations
  • 5.6 Educational neuroscience: Classroom practice and the brain
  • Introduction
  • Neuromyths to avoid
  • Brain plasticity and learning
  • The science of learning and the reflective practitioner
  • 5.7 Developing critical thinking
  • Introduction
  • Critical thinking
  • Embarking on the journey
  • Celebrating milestones and leaving footprints: creating a critical disposition in your pupils
  • Exploring pedagogical landscapes
  • 5.8 Creating a language-rich classroom
  • Introduction: understanding the role of language in learning
  • A talking classroom
  • Dialogic talk for learning
  • Reading the world
  • Developing comprehension
  • DART – Directed Activities Related to Text (see also Unit 5.2)
  • Writing like an expert
  • Weaving together: the interrelationship of talk, reading and writing
  • 5.9 Pedagogy: The language of teaching
  • Introduction
  • What is pedagogy?
  • What is pedagogical knowledge?
  • Developing your pedagogical knowledge
  • Pedagogic tools and your options
  • Curriculum, pedagogy and assessment considerations in your context
  • Looking ahead
  • 6 Assessment
  • 6.1 Developing formative assessment practice for high-impact teaching
  • Introduction
  • Understanding “assessment” and its purposes
  • Formative assessment
  • Formative assessment in digital learning environments
  • Some formative assessment strategies
  • Some examples of feedback in practice
  • 6.2 External assessment and examinations
  • Introduction
  • Your own experience
  • Types of assessment
  • The framework of external assessment in secondary schools
  • The purposes of external assessment
  • Public accountability
  • Validity and reliability
  • Teaching externally assessed courses
  • 6.3 Using assessment data effectively: Making better decisions for teaching and learning
  • Introduction
  • Making data manageable
  • Understanding the quality of assessment data
  • Enhancing the quality of assessment data
  • Enhancing formative assessment practice to elicit high-quality data
  • 7 The School, Curriculum and Society
  • 7.1 Aims of education
  • Introduction
  • Thinking about aims
  • The social and political context of aims
  • Societal and individual aims
  • Recognising the diversity of aims
  • Equal aims for everyone?
  • 7.2 The secondary school curriculum
  • Introduction
  • What is ‘the curriculum’?
  • The curriculum content: who decides?
  • Curriculum theory
  • What should be taught in schools?
  • Why should it be taught? To whom should it be taught?
  • The subject curriculum
  • What does it mean to be an educated person?
  • Teachers as curriculum makers
  • 8 Your Professional Development
  • 8.1 Getting your first post
  • Introduction
  • Getting started
  • Deciding where, and in what type of school, you want to teach
  • Looking for suitable vacancies
  • Start searching - where to look?
  • Check your online professional identity
  • Selecting a post that interests you
  • Making an application
  • Methods of application
  • 8.2 Preparing for interview
  • Introduction
  • The interview
  • Preparing for the interview
  • Attending the interview
  • Accepting a post
  • 8.3 Developing further as a teacher
  • Introduction
  • Becoming a ‘professional’
  • Being a learner of your own teaching
  • Developing a teacher identity
  • Developing professional judgement
  • Early career development
  • Professional learning within a school community
  • The impacts of school cultures on professional learning
  • 8.4 Developing your resilience: Managing stress, workload and time
  • Introduction
  • What is resilience?
  • Building your resilience
  • Signs that current levels of resilience are not up to current demands
  • Preventing, managing and coping with stress
  • Causes of stress
  • How can you cope with the pressures on you?
  • Managing your time and workload
  • Managing your time in the classroom
  • Managing time outside the classroom effectively across a term
  • Managing time effectively across a whole year
  • 8.5 Accountability
  • Introduction
  • Accountabilities governing schools and teachers
  • Moral and ethical accountability
  • The State and its agencies: legal and regulatory accountability
  • Employer and contractual accountability
  • 9 And Finally
  • Introduction
  • Developing the values which underpin your teaching
  • Learning how to teach
  • What values will you pass on?
  • Appendix 1: Glossary of terms
  • Appendix 2: Subject associations
  • Appendix 3: List of websites
  • Index