Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide.

Price: $73.95

Format:
Paperback 300 pp.
Illustrations, 190 mm x 245 mm

ISBN-10:
0195567218

ISBN-13:
9780195567212

Copyright Year:
2010

Imprint: OUP Australia and New Zealand

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Teaching and Communicating

Rethinking Professional Experiences

Edited by Robyn Ewing, Tom Lowrie and Joy Higgs

Professional experience is central in teacher preparation. In Teaching and Communicating, students are equipped with all the skills they need to make the most of this experience. This practical and user-friendly text can be used by preservice teachers, supervisors, mentors, and academics involved in school placement programmes. The teacher must engage and interact with children, their parents, other members of the profession, other professionals and the broader community in a variety of ways. This book draws on a wealth of research, scholarship and the practical experiences of the authors to rethink both the connection between teaching and communicating as well as the nature and lived experiences of professional experience as a core dimension of pre service teacher education.

Readership : Suitable for first and second year preservice teacher education students studying in Primary, Secondary and Early Childhood Education programs.

Contributors
Preface
Part 1. Communicating in Education
1. Setting the Scene: The Current Teacher Education Context
2. Theories of Communication
3. Learning to Learn through Professional Experiences
4. From Practice Teaching to Practicum to Professional Experiences
5. Teachers as Learners
6. Ethical Communication in School and Community Contexts
7. Communicating Inclusively
Part 2. Teaching and communication
8. Preparing Lesson Plans, Programs, Units, and Day Books
9. Helping Preservice Teachers Learn to Communicate Effectively in School Contexts
10. Communicating Effectively in Classrooms: Using Voice and Body Language
11. Enhancing Communication with Effective Resources
12. 'Don't smile 'till Easter': Creating a Positive Classroom Learning Community
13. Constructive Use of Feedback in Professional Experience
14. Using Portfolios to Communicate
15. Communicating Collaboratively with Peers, Mentors and Supervisors
Part 3. Communication across differences and diversity
16. Communicating with Parents, Community Groups and Service Agencies
17. Communicating with Young Children
18. Communicating with Adolescents: Through the Middle Years of Schooling
19. Communicating and Senior Students
20. Understanding Learning and Communication Difficulties
21. Language-based Learning Difficulties in the Classroom
22. Seeing Practice through Practice: Learning through Action Research and Action Learning
References
Index

There are no Instructor/Student Resources available at this time.

Robyn Ewing is currently a Professor in the Faculty of Education and Social Work. In addition to her role as Acting Dean, she also teaches in Curriculum, English and Drama, working with both undergraduate and postgraduate students. An experienced primary teacher and teacher educator, Robyn has a commitment to quality teaching and learning at all levels of education. She is a recipient of the University's Vice-Chancellor's Excellence in Teaching and Research Higher Degree Supervision Awards, the NSW Director-General's Award for Outstanding Service to Public Education and the Australian College of Educators' Quality Teaching Award.

Tom Lowrie is Research Professor in Professional Practice and Director of RIPPLE (Research Institute for Professional Practice, Learning and Education). A substantial body of Tom's research is associated with spatial sense, particularly children's use of spatial skills and visual imagery to solve mathematics problems. He is coauthor of Mathematics for children: Challenging children to think mathematically and has been the Editor of the Australian Primary Mathematics Classroom Journal. Tom's research also explores the influence authentic problems have on the 'culture' of the mathematics classroom.

Joy Higgs is Strategic Research Professor in Professional Practice at (RIPPLE) and the Director of The Education for Practice Institute at Charles Sturt University in 2007. Before joining CSU she worked for over 25 years as an educator, scholar, researcher and research supervisor at The University of New South Wales and The University of Sydney. She has held appointments as visiting scholar and consultant to a number of Australian and international tertiary institutions. In 2004 Joy received a Member of the Order of Australia award for service to health science education through course development, academic and administrative contributions and research into teaching methods. Her primary role at CSU is the advancement of practice-based education through collaborations in research, scholarship, student supervision and education.

Learning to Teach - Gloria Latham, Mindy Blaise, Shelley Dole, Julie Faulkner, Josephine Lang and Karen Malone
Dictionary of Education Terms - Kathlyn Griffith and Helen Kowalski
Making Sense in the Social Sciences - Margot Northey, Lorne Tepperman and Patrizia Albanese

Special Features

  • Provides advice on how to improve assessment by offering ideas about report writing, journal keeping and assignment delivery.
  • Uses examples, case studies and exercises throughout each chapter to provide both guidance and practice during each phase of the professional experience placement process.
  • 'Overcoming difficulties' boxes cover the learning issues that teacher education students encounter when on placement.
  • Inclusion of topics looking at communication within the larger school and community context, including ethical communication particularly timely and distinctive.