Professional Issues in Secondary Teaching
- Carrie Mercier - University of Cumbria, UK
- Carey Philpott - Professor of Informatics at Leeds Beckett University, UK
- Helen Scott - University of Northampton, UK
Secondary Professional Studies | Secondary Teacher Training | Teaching in Secondary Schools
Becoming a successful teacher in secondary education requires a strong understanding of a wide range of professional teaching issues, including practical concerns such as curriculum development and learning through observation in the classroom, alongside key conceptual aspects such as critical reflection and understanding the nature of learning. This book addresses these issues alongside a range of additional important contemporary topics in secondary education.
Highlighting the importance for student teachers to enhance their development by engaging with research, Professional Issues in Secondary Teaching is designed to support professional studies modules on secondary initial teacher education including postgraduate and employment-based routes into teaching, and early career teachers seeking to enhance their practice.
Carrie Mercier is Senior Lecturer at the University of Cumbria.
Carey Philpott is currently an Associate Dean in the School of Education, Faculty of Humanities and Social Sciences at the University of Strathclyde.
Helen Scott is the Deputy Dean for Student Experience in the School of Education at the University of Northampton.
A really good outlining of the core issues. Students have this extremley useful.
This is a valuable text for challenging the thinking of beginning teachers, responding meaningfully to those who are asking important questions about the relevance of ITE to classroom practice.
Useful for those on any secondary teaching programme to support modules of study or school-based ITT.
This book tackles many of the more important issues NQTs will indeed face and need to reflect upon as they climb the ladder of standards into their teaching careers.
I will use this book as essential reading for course.
I like the issues presented in the form of questions, which represent beginning teachers' practical concerns. All the issues derived from the contributors' rich school experience, and are relevant to beginning teachers. Examining those issues from a positive perspective will prepare them for the reality about which they have limited knwoledge.
I like the structure of each chapter, pariticularly the points for reflection and case studies. They are more practical than theoretical and abstract concepts and prescriptive principles without any examples. That is what studnet teachers need.
The style of writing is easy-to-read. It can reduce student teachers' resistance to academic reading.
This text is well laid out and accessible for the trainee teachers. It covers a number of interesting and highly relevant topics for trainee teachers.