This book is aimed at all those responsible for advising teachers including teaching practice supervisors, mentors, INSET tutors, state education inspectors, directors of studies, and teachers working together as 'critical friends' in informal teacher development.
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Editorial Reviews
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'This is a very user-friendly book and the tasks provided are applicable to any teaching and learning situation. It is wonderfully designed for those who are involved in giving advice in the roles that they perform.' ELTECS Digest
Book Description
Advising and Supporting Teachers examines the role of the teacher advisor and how the key skills required for producing effective feedback can be developed.
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Most Helpful Customer Reviews
2 of 2 people found the following review helpful:
5.0 out of 5 stars
Teacher support,
By Tom Farrell (Singapore) - See all my reviews
This review is from: Advising and Supporting Teachers (Cambridge Teacher Training and Development) (Paperback)
Advising and supporting teachers by Mick Randall and Barbara Thornton (CUP) is a fine addition to the literature on teacher support. It guides teacher educators on how they can give support to teachers in training especially during their teaching practice. This book challenges teacher supervisors to examine their own philosophy of teaching and supervision by having them reflect on various tasks (part 2 of the book) that consist of case studies, observation tasks, role plays, feedback techniques and various other activities. The book begins by setting the scene for teacher supervision and offers a humanistic approach to helping trainee teachers through their teaching practice.This book is really a must read for any teacher trainer/educator that is involved with teachers on the practicum. It offers many provocative tasks and approaches to teacher supervision and can be utilized pretty much in any context (although it is very much British influenced). Regardless of how much a teacher educator can implement from this book, just one reading of it will remind teacher supervisors just how much they may take for granted when supervising trainee teachers on teaching practice. However, given the workload that many supervisors are burdened with, I wonder how, and when they will get enough time to reflect on the tasks! So the book would be most suitable for trainee supervisors that have more time to discuss these tasks. That said, I recommend this book to all supervisors of teachers as well, so that they can reflect on the complexities of supporting new teachers. This book offers support for these teacher supervisor
1 of 1 people found the following review helpful:
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Advising and Supporting Teachers,
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This review is from: Advising and Supporting Teachers (Cambridge Teacher Training and Development) (Hardcover)
This worthy handbook explores ways in which language teachers can best be advised and supported in their teaching situations. The authors provide a comprehensive review of literature to support their contention that the goal of training should be to develop independent, autonomous and professionally-minded teachers. Additionally, they demonstrate the central role feedback plays in helping teachers to become self-critical reflectors on their teaching experiences. Throughout, advisors are prompted to think about how they can move teachers on to higher level concerns and there are many good points to emerge especially in the area of talking to teachers (Chapters 6-9). Based on this excellent discussion, I also see a need for advisors themselves to reflect on their own practices especially in contexts where collaborative relationships with teachers and colleagues are not high on 'personal' agendas.
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Inside This Book
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First Sentence:
Directors of Studies, headteachers and other promoted teachers conducting teacher appraisal or providing induction programmes for new teachers teachers working together collaboratively and acting as 'critical friends' to one another, either as part of informal teacher development programmes or more structured action research projects All the above personnel will be involved in providing advice and giving feedback of one type or another - on a lesson, a lesson plan, or some other aspect of teaching and learning. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
teaching practice cycle, catalytic tool kit, degenerative interventions, commanding prescription, photocopiable resource, informative interventions, competency descriptors, benevolent prescription, confronting interventions, catalytic interventions, effective attending, cathartic interventions, advisory situations, language teacher education, agenda types, advising teachers, counselling theories, creating empathy, experiential learning cycle, teaching cycle, prescriptive interventions, feedback session, role cards, notes for guidance, advisory process Key Phrases - Capitalized Phrases (CAPs): (learn more)
Cambridge University Press, Middle East, Heron's Six Category Intervention Analysis, Open University Press New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Directors of Studies, headteachers and other promoted teachers conducting teacher appraisal or providing induction programmes for new teachers teachers working together collaboratively and acting as 'critical friends' to one another, either as part of informal teacher development programmes or more structured action research projects All the above personnel will be involved in providing advice and giving feedback of one type or another - on a lesson, a lesson plan, or some other aspect of teaching and learning. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
teaching practice cycle, catalytic tool kit, degenerative interventions, commanding prescription, photocopiable resource, informative interventions, competency descriptors, benevolent prescription, confronting interventions, catalytic interventions, effective attending, cathartic interventions, advisory situations, language teacher education, agenda types, advising teachers, counselling theories, creating empathy, experiential learning cycle, teaching cycle, prescriptive interventions, feedback session, role cards, notes for guidance, advisory process Key Phrases - Capitalized Phrases (CAPs): (learn more)
Cambridge University Press, Middle East, Heron's Six Category Intervention Analysis, Open University Press New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 56
books:
See all 56 books this book cites
5
books
cite this book:
- Teacher Learning in Language Teaching (Cambridge Language Teaching Library) by Donald Freeman on 5 pages
- The Definitive Book of Body Language by Barbara Pease on 4 pages
- Charting the Agenda: Educational Activity after Vygotsky (International Library of Psych) by Harry Daniels on 4 pages
- Second Language Teacher Education (Cambridge Language Teaching Library) by Jack C. Richards on page 75, Back Matter (1), and Back Matter (2)
- Working With Your Student Teacher Pb (Concepts) by Sarah Fletcher in Front Matter, Back Matter (1), and Back Matter (2)
See all 56 books this book cites
- Advising and Supporting Teachers (Cambridge Teacher Training and Development) by Mick Randall in Front Matter (1), and Front Matter (2)
- Mentor Courses: A Resource Book for Trainer-Trainers (Cambridge Teacher Training and Development) by Angi Malderez in Front Matter
- Teachers in Action: Tasks for In-Service Language Teacher Education and Development (Cambridge Teacher Training and Development) by Peter James in Front Matter
- Alive to Language: Perspectives on Language Awareness for English Language Teachers (Cambridge Teacher Training and Development) by Valerie Arndt in Front Matter
- Alive to Language: Perspectives on Language Awareness for English Language Teachers (Cambridge Teacher Training and Development) by Valerie Arndt in Front Matter
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