Assessing learning in primary maths : teacher's workbook.

Este módulo se centra en el alcance y efectos de la evaluación en matemáticas. La evaluación es un proceso, una forma de entender la comprensión del niño en el aula, a fin de que luego sea utilizada en la planificación y necesidades de aprendizaje de cada uno de ellos. Además, para que una evaluación sea efectiva tiene que apreciarse en tres niveles conectados: a corto plazo, a mediano plazo y a largo plazo. Evaluación, anotación de resultados y presentación de informes son importantes aspectos de la enseñanza, que deben proporcionar información útil, entre otros,para los maestros y los niños; los sistemas de evaluación para tener coherencia y eficiencia deben ser acordados en la escuela.

Teacher learning in language teaching.

En esta recopilación de artículos basados en estudios realizados en América del Norte, Europa, Asia y Australia, se dan ejemplos sobre las formas en que los profesores aprenden a enseñar un segundo idioma y el papel que la experiencia previa, el contexto social, y el desarrollo profesional juegan en este proceso. Cómo epílogo, incluye un extenso debate sobre estos métodos de investigación y un índice de acompañamiento.

Learning through play : a work-based approach for the early years professional.

Este manual trata sobre los niños que aprenden a través del juego y sobre el papel del adulto en este proceso. Tiene tres objetivos generales: ayudar a los profesionales a ser más hábiles e imaginativos cuando están involucrados en el aprendizaje lúdico; apoyar el desarrollo de contextos efectivos para el aprendizaje a través del juego; ayudar a los profesionales a tener confianza en su papel. Cada capítulo es una unidad independiente que se puede trabajar con la intención de desarrollar un aspecto particular de práctica, conocimiento o comprensión. El manual, en su conjunto, ofrece un programa para desarrollar el pensamiento y el entendimiento poniendo énfasis en la aplicación práctica y la conciencia de sí mismo.

Teacher training essentials : workshops for professional development.

Libro dirigido a formadores de profesores. Incluye treinta lecciones perfectamente estructuradas y planificadas, acompañadas de hojas de trabajo que se pueden fotocopiar y notas explicativas para el formador, que desarrollan los conocimientos de los profesores en tres áreas básicas: metodología, lenguaje y teoría; y al mismo tiempo les anima a reflexionar activamente sobre su propio aprendizaje y experiencias previas. El libro se divide en tres secciones: metodología en clase, desarrollo de la conciencia lingüística y contexto para la enseñanza.

Cognitive processes associated with the professional development of Mathematics teacher. 'Procesos cognitivos asociados al desarrollo profesional del profesor de Matem??ticas'

Resumen basado en el de la publicaci??n

Exploring the relationship between task, teacher actions, and student learning. 'Exploración de las relaciones entre tarea, acciones del profesor y aprendizaje del estudiante'.

Resumen basado en el de la publicación

New Approaches in English Language Teaching : Teacher Training in the Framework of Content and Language Integrated Learning

Resumen tomado de la publicaci??n

Teacher education for content and language integrated learning : insights from a current European debate

Monogr??fico con el t??tulo: "Estrategias innovadoras en la formaci??n del profesorado"

Incorporating creativity into teachers practice and self-concept of professional identity

The study explores what happens to teachers practice and ’ professional identity when they adopt a collaborative action research approach to teaching and involve external creative partners and a university mentor. The teachers aim to nurture and develop the creative potential of their learners through empowering them to make decisions for themselves about their own progress and learning directions. The teachers worked creatively and collaboratively designing creative teaching and learning methods in support of pupils with language and communication difficulties. The respondents are from an English special school, primary school and girls secondary school. A mixed methods methodology is adopted. Gains in teacher confidence and capability were identified in addition to shifts in values that impacted directly on their self-concept of what it is to be an effective teacher promoting effective learning. The development of their professional identities within a team ethos included them being able to make decisions about learning that are based on the educational potential of learners that they proved resulted in elevated standards achieved by this group of learners. They were able to justify their actions on established educational principles. Tensions however were revealed between what they perceived as their normal required professionalism imposed by external agencies and the enhanced professionalism experienced working through the project where they were able to integrate theory and practice.

Self, role and character: developing a professional identity as a drama teacher

The paper reports on research into what may have influenced trainees on four post-graduate teacher training courses in England to become specialist drama teachers rather than pursue careers in the world of professional entertainment. In doing so it raises questions regarding the value of considering teaching as a performing art. The paper goes on to explore how drama trainees regard an understanding of performance, and an ability to both use and demonstrate performance techniques, as integral to their role as subject specialists. The subsequent discussion examines how a drama teacher’s professional identity may be seen as being made up of the three inter-connected elements, self, role and character. Thus, while all teaching may be considered to involve some elements of performativity , this paper suggests that, for the drama specialist, an understanding of what constitutes ‘performance’ has a particular importance. One conclusion drawn from the research is that recognising the place of performance in their practice may result in experienced teachers of drama regarding themselves as artists whose art is teaching drama; another is that recognising the different ways in which adopting a role may involve performance could be of value to all teachers and teacher educators.

Interviewing children and young people with learning disabilities: guidelines for researchers and multi-professional practice

We argue that it is important for researchers and service providers to not only recognize the rights of children and young people with learning disabilities to have a ‘voice’, but also to work actively towards eliciting views from all. A set of guidelines for critical self-evaluation by those engaged in systematically collecting the views of children and young people with learning disabilities is proposed. The guidelines are based on a series of questions concerning: research aims and ethics (encompassing access/gatekeepers; consent/assent; confidentiality/anonymity/secrecy, recognition, feedback and ownership; and social responsibility) sampling, design and communication