Primary English: Knowledge and Understanding (Achieving QTS)

Jane Medwell, George Moore, David Wray, Vivienne Griffiths

ISBN 10: 1903300533 / ISBN 13: 9781903300534

Edité par Learning Matters Ltd, 2002

A propos de cet article

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Détails bibliographiques

• Titre: Primary English: Knowledge and Understanding (Achieving QTS)
• Éditeur: Learning Matters Ltd
• Date de parution: 2002
• Langue: anglais
• ISBN à 10 chiffres: 1903300533
• ISBN à 13 chiffres: 9781903300534
• Reliure: Paperback
• Édition: 2ème Édition
• État de l'article: Used; Very Good

A propos de ce titre

Synopsis

With secure subject knowledge and understanding, trainees develop confidence and authority, and are better equipped to become effective and creative teachers.This course book helps trainee primary teachers develop their English subject knowledge. It addresses the subject knowledge requirements for primary English as set out in ′Qualifying to Teach Professional Standards for QTS′, making clear the links with the pupils′ National Curriculum and the National Literacy Strategy.

À propos des auteurs

Vivienne Griffiths is a Professor of Education at Canterbury Christ Church University.

Jane Medwell taught in primary schools in Cardiff and South Devon, before moving into teacher education. She has lectured at the Universities of Cardiff, Plymouth and the College of St Mark and St John, and is currently Director of Teacher Education and Associate Professor at the University of Warwick. Her research and writing has covered areas such as the teaching of writing and the use of electronic books to teach reading. More recently she has begun a major research programme exploring the teaching of handwriting, and has begun a unique programme of teacher education in primary Modern Foreign Languages. She is fluent in French and Russian, and is learning Chinese.

George Moore, now retired, was Senior Lecturer at the Institute of Education, University of Warwick.

David Wray taught in primary schools for 10 years and is currently Professor of Literacy Education at the University of Warwick. He has published over 40 books on aspects of literacy teaching and is best known for his work on developing teaching strategies to help pupils access the curriculum through literacy. His work was made an integral part of the National Literacy Strategy in England at both primary (1997) and secondary (2001) levels. More recently he has acted as consultant to a number of electronic learning projects and has begun new research programs exploring the importance and teaching of handwriting, and the use of mobile learning devices.