Classroom Pedagogy and Primary Practice
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Administration
| Author: | David McNamara, Professor David Mcnamara | ISBN: | 9781134889594 |
| Publisher: | Taylor and Francis | Publication: | January 4, 2002 |
| Imprint: | Routledge | Language: | English |
| Author: | David McNamara, Professor David Mcnamara |
| ISBN: | 9781134889594 |
| Publisher: | Taylor and Francis |
| Publication: | January 4, 2002 |
| Imprint: | Routledge |
| Language: | English |
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.
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.
