A distillation of the essence of professional practice in teaching, revealing what it is that the best teachers do to maximise learning for all the students in their classroom.
How do expert teachers do it? How do they enhance student learning? How do they manage the dilemmas and tensions inherent in working with 25 different students in every lesson?
Internationally respected teacher educator John Loughran argues that teachers' knowledge of what they do is largely tacit and often misunderstood. In this book, he distils the essence of professional practice for classroom teachers.
Drawing on the best research on pedagogy, he outlines the crucial principles of teaching and learning, and shows how they are translated into practice using real classroom examples. He emphasises that teaching procedures need to be part of an integrated approach, so that they are genuinely meaningful and result in learning. Throughout he shows how teachers can engage their students in ways that create a real 'need to know', and a desire to become active learners.
What Expert Teachers Do is for teachers who want to become really accomplished practitioners.
'This book gets to the heart of what makes for good teaching. The ideas are robust, principled and practical.' - Associate Professor Jane Mitchell, Charles Sturt University
'At one and the same time practical and intellectually stimulating . an important contribution to the ways in which a professional knowledge of practice can be generated and nurtured.' - Professor Susan Groundwater-Smith, University of Sydney
John Loughran is Professor of Curriculum and Pedagogy at Monash University.
Table Of Contents:
Structure of the book
Section 1 - Understanding teaching and learning: Embracing a knowledge of practice
Chapter 1 Thinking about teaching
Chapter 2 Thinking about learning
Chapter 3 Pedagogy
Section 2 - Knowledge of practice in action
Chapter 4 Prior Knowledge
Chapter 5 Processing
Chapter 6 Linking
Chapter 7 Translation
Chapter 8 Synthesizing
Chapter 9 Metacognition
Section 3 - Professional Learning
Chapter 10 The growth of professional knowledge through reflection
Chapter 11 Teacher research
Chapter 12 Developing knowledge of practice through professional learning
Chapter 13 Conclusion
Paperback - C format