Science: Teaching School Subjects 11-19Vanessa Kind, Keith Taber In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach. Divided into three sections the book covers:
This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support. |
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academic action research activities aims alternative conceptions approach areas aspects of science assessment become biology Chapter chemical chemistry classroom CLISP common Concept maps consider constructivism constructivist context-based critical curriculum model DfES discussion effective ensure entrants evaluation examination example experience explain explore Framework GCSE identified inductees involved ionic bonding issues key ideas Key Stage learners material means Mona Lisa Smile National Curriculum organisation outcomes pedagogic PGCE physics practice profes professional development professional identity professional science teacher programme questions range reflect requires Robin Millar role Salters school science school subject science curriculum science education research science knowledge science lessons science topics scientific method scientists sense skills specialist specific strategies subject knowledge suggest Taber taught teaching and learning teaching science theory tion understanding University of York