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Most Useful Books for Teaching?

Discussion in 'Book club' started by leejm13, Jun 3, 2014.






  1. Hello there.

    I will start an ITT programme in September and was looking for some recommendations for the most useful/practical teaching books you've ever read.

    I hope to read up over the summer and mentally prepare (if that is even possible!).

    Thanks for your help.





     
  2. armandine2

    armandine2 Established commenter



    Manchester University Press;, 1978
    / ISBN 13: 9780719007095



    (something like above perhaps?)
     
  3. TheoGriff

    TheoGriff Star commenter



    On the practical rather than the philosophical side:



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    All available from Amazon You could also go to the bookshop of your local ITT provider. If you are in London, the Institute of Education bookshop is very good.



    Best wishes

    ___________________________________________________

    Meet Theo on line on the TES JobSeekers Forum, where she answers jobseeking and careers queries regularly each week.
     
  4. 576

    576 Established commenter

  5. armandine2

    armandine2 Established commenter

    Saw this in my note book ... I'm only guessing to its present relevance, probably obvious to most.

    Hargreaves, A. (1989) ‘Curriculum Policy and the Culture of teaching’ in:

    Title: Re-interpreting curriculum research : images and arguments

    Other Contributors: Geoffrey Milburn 1932- ; Ivor Goodson ; Robert J. Clark 1936-

    Publisher: Lewes : Falmer, 1989

    Identifier: ISBN 1850005044;ISBN 9781850005049

    Notes: Conference proceedings.

    Subjects: Education -- Curricula ; Schools Curriculum Theories



    It is now over half a century since Waller (1932) investigated what teaching did to teachers. Since that time, several writers have puzzled at length over the same issue. As a result of their studies, some of the dominant features of the culture of teaching are now reasonably well known, even if their range, consistency and origins remain matters of dispute.

    Teachers, it seems, are present-oriented, conservative and individualistic. They tend to avoid long-term planning and collaboration with their colleagues, and to resist involvement in whole school decision making in favour of gaining marginal improvements in time and resources to make their own individual classroom work easier (Lortie, 1975). This classroom centeredness is indeed one of the overriding characteristics of the teaching profession (Jackson, 1968), a characteristic which arises from and is in turn fed by the daily, recurring experience of classroom isolation. That isolation is itself a product of what Lortie (1975) called the ‘egg crate structure’ of schooling; the fact that schools are segmented into isolated and insulated classroom compartments which divide teachers from one another and make comparison and collaboration between them difficult.
     
  6. armandine2

    armandine2 Established commenter

    Primp or pimp?
     

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