Classroom Pedagogy and Primary Practice - Couverture rigide

McNamara, Professor David

9780415083119: Classroom Pedagogy and Primary Practice

Couverture rigide

ISBN 10 : 0415083117 ISBN 13 : 9780415083119

Editeur : Routledge, 1993

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A look at primary education as it struggles to create for itself a post-Plowden ideology. The author argues first of all that a "teacher- centred" approach to teaching in the primary school, especially in the later years, is actually in the best interests of the children. The teacher must be seen to have ultimate responsibility for what and how children learn. At the heart of the complex relationship between teaching and learning, is the subject matter of teaching defined in the broadest sense. The upshot of debates about teaching methods, matching, and curriculum organization, should be a focusing upon the tasks set for children, in order to foster their learning. McNamara then tries to define the distinctive professional expertise of the primary teacher - the application of subject knowledge within the special circumstances of the classroom - and to show how this body of educational knowledge is both derived from practice, and may be of practical use to others.

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Pr�sentation de l'�diteur

In this provocative book, David McNamara argues that a `teacher-centred' approch to teaching in the primary school, especially in the later years is actually in the best interests of the children - that the teacher must be seen to have ultimate responsibility for what and how children learn. He attempts to define the distinctive professional expertise of the primary teacher - the application of subject knowledge within the special circumstances of the classroom - and to show how this expertise can be articulated to establish a body of educational knowledge which is both derived from practice and practically useful to others.
At a time when increasing emphasis is being placed on the role of the practising teacher as a mentor in intitial teacher education, this book will help teachers at all levels to define their own role in the creation of educational knowledge.

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