Learning to Teach in the Secondary School: A Companion to School Experience

by Susan Capel (Editor), Marilyn Leask (Editor), Sarah Younie (Editor), Elizabeth Hidson (Editor), Julia Lawrence (Editor)

Overview

The market leading text for beginning teachers on all undergraduate, postgraduate and school-based routes to QTS, this is 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 ninth edition has been thoroughly updated to reflect changes in the field and covers key new topics, including the science of learning, online pedagogies and working with your mentor. There are also expanded units on diversity and inclusion and teacher wellbeing.

The text includes a wealth of examples 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 Masters level. Written by experts in the field, the 41 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;
• online lessons and digital resources;
• effective communication with pupils;
• how pupils learn;
• assessment, marking and feedback;
• diversity and inclusion;
• special educational needs and disabilities (SEND);
• managing stress, workload and time;
• applying for jobs, developing as a professional and networking.

The book is extended and enhanced through a companion website that includes:

• Animated explainer videos, to introduce and summarise key topics;
• A selection of downloadable and editable tables and figures from the book, so that the most practical elements can be taken out of study and into practice;
• Additional material and interactive features to support selected units, such as focus questions for lesson observations, and flashcards to help analyse student behaviour;
• Bonus content, including ‘Starting to Teach’ chapters and a mapping document, supporting you to make links between the ninth edition chapters and key teaching standards.

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, it is an essential purchase for every aspiring secondary school teacher.

Product Details

ISBN-13:	9781000591330
Publisher:	Taylor & Francis
Publication date:	07/29/2022
Series:	ISSN
Sold by:	Barnes & Noble
Format:	eBook
Pages:	658
File size:	7 MB

About the Author

Susan Capel is Emeritus Professor of Physical Education at Brunel University, London.

Marilyn Leask is a visiting Professor of Education at De Montfort University and is co-chair of the Education Futures Collaboration charity and the MESHGuides research summaries initiative.

Sarah Younie is Professor of Education Innovation at De Montfort University and co-founder of the Education Futures Collaboration Charity and the MESHGuides research summaries initiative.

Elizabeth Hidson is a Senior Lecturer in International Teacher Education and Programme Leader for the SCITT PgCert at The University of Sunderland.

Julia Lawrence is a Senior Lecturer (Education), Department of Social Work, Education and Community Wellbeing, Northumbria University, Newcastle.

Table of Contents

1. BECOMING A TEACHER, 1.1. What do teachers do?, 1.2. Beginning teachers' roles and responsibilities, 1.3. Developing your resilience: Managing stress, workload and time, 1.4. Using digital technologies for professional practice, 2. BEGINNING TO TEACH, 2.1. Reading classrooms: How to maximise learning from classroom observation, 2.2. Schemes of learning, units of learning and lesson planning, 2.3. Taking responsibility for the whole class, 2.4. Working effectively with your mentor, 3. CLASSROOM INTERACTIONS AND MANAGING PUPILS, 3.1. Communicating with pupils, 3.2. Motivating pupils, 3.3. Managing classroom behaviour: Adopting a positive approach, 3.4. Conceptualising and theorising primary-secondary transitions, 4. MEETING INDIVIDUAL DIFFERENCES, 4.1. Pupil grouping, progression and adaptive teaching, 4.2. Adolescence, health and wellbeing, 4.3. Cognitive development, 4.4. Responding to diversity, 4.5. Values education – discussion and deliberation, 4.6. An introduction to inclusion, special educational needs and disability, 5. HELPING PUPILS LEARN, 5.1. Ways pupils learn, 5.2. Active learning, 5.3 Teaching styles, 5.4. Improving your teaching: An introduction to practitioner research, reflective practice and evidence-informed practice, 5.5. Closing the achievement gap: Self-regulation and personalising learning, 5.6. Educational neuroscience: Classroom practice and the brain, 5.7. Developing critical thinking, 5.8. Creating a language-rich classroom, 5.9. Pedagogy – the science, craft and performance of teaching, 6. ASSESSMENT, 6.1. Developing formative assessment practice for high-impact teaching, 6.2. External assessment and examinations, 6.3. Using assessment data effectively: making better decisions for teaching and learning, 7. THE SCHOOL, CURRICULUM AND SOCIETY, 7.1. Aims of education, 7.2. The secondary school curriculum, 7.3. Secondary schools in England: governance, policy and curriculum, 7.4. Secondary schools in Northern Ireland: governance, policy and curriculum, 7.5. Secondary schools in Scotland: the policy landscape and drivers of school reform, 7.6. Secondary schools in Wales: governance, policy and curriculum. 8. YOUR PROFESSIONAL DEVELOPMENT, 8.1. Getting your first post, 8.2. Developing further as a teacher, 8.3. Accountability, 9. AND FINALLY

Editorial Reviews

‘The early years in the teaching profession are both challenging and rewarding. With its clear and accessible style, this book is an essential companion for everyone involved in initial teacher education. A range of well-respected education experts provide a comprehensive introductory insight to relevant and varied issues for early career teachers. There is a careful balance between scholarly input and practical approaches, including engaging tasks throughout, which will inform the reader's professional development in the early stages of teaching. This book should be at the top of every reading list for new teachers!’

Anna Lise Gordon
Academic Director and National Teaching Fellow, St Mary's University, UK

‘Learning to Teach in the Secondary School has been the core text for the PGCE Secondary Course at the University of Worcester for a number of years. The contributors have a wealth of experience and expertise that helps trainees get to the root of issues in the secondary school providing a foundation for further reading and discussion. The authors have the ability to separate the salient issues so that trainees can ‘question the given’, offering intelligent opinion and thought. Readers can look practically, and rationally, at what constitutes effective teaching in the secondary classroom proving that this is an excellent starting point for any new teacher. Every reference list I read cites this book demonstrating it as a key text in teacher education. The 7^th edition is a welcome update and will appeal massively to any professional who shares the ambition to make a difference in the classroom.’

Suzanne Lawson

Secondary PGCE Course Leader, University of Worcester, UK

‘This book provides a useful and effective insight into being a teacher, and a pedagogical and practical understanding of the complexity of teaching. It successfully breaks down the various elements of the profession into sections, acknowledging that there might not be a template of a perfect teacher, but rather a series of skills, qualities and behaviours that inform and underpin effective teaching and learning.

With the changing landscape of ITE (initial teacher education) and the growth of school-led approaches, a comprehensive guide to support trainees across all aspects of their training (from what is a teacher and classroom behaviours to developing professional practice and securing a first post) is extremely valuable.’

Martin Husbands

Head of School Direct, Newman University, UK

Learning to Teach in the Secondary School 7^th ed. describes, analyses and reflects pertinently a trainee’s experience in a Secondary school. It gives the Secondary trainee confidence by highlighting key foci; for example, professionalism, specific curriculum pedagogy, how to observe, and why teachers want to teach. Indeed, the edition "sells" the individualism of the teaching profession and why there is no other profession like it. This is also supported by relevant tasks for the trainee to engage with which explain and consolidates key concepts such as teacher reflection, mixing the practical with the theoretical learning theories.

The 7^th Edition is very accessible for all trainee teachers, full of useful tips on time management, how to manage work/life balance and how to be proactive in an ever evolving profession. Highly recommended.’

Alyson Midgley

Secondary Flexible PGCE Programme Leader, Edge Hill University, UK

‘This book covers the key themes affecting secondary teacher education today. The authors offer a challenging rather than a descriptive account of contemporary issues affecting Initial Teacher Education. Trainee teachers are encouraged to think about their changing professional role and to explore broader conceptions of it; they are asked to engage with current issues surrounding pedagogic knowledge, its influences and determiners, and to reflect on their actions in response.

Trainee teachers following pre- or in-service routes into teaching will find the book a useful resource. It will appeal to trainee teachers following one of a number of routes into teaching, including university-based; School Direct; school-centred (SCITTs) and the Assessment-Only routes to QTS. Whilst offering many practical ideas and suggestions for use in everyday practice, it also makes the link between initial teacher education and on-going professional, career development.

If not already included, the book will make a useful addition to programme reading lists.’

Val Butcher
Associate Dean and Head of Department, Manchester Metropolitan University, UK

From the Publisher