Beginning Teaching And Beyond

Beginning Teaching and Beyond is a text for all student-teachers and for experienced teachers and principals who want to become effective and to renew or revitalise their teaching. The text, which is divided into three parts, addresses these major questions: - Part One: How might student-teachers prepare for teaching practice? - Part Two: What approaches can student-teachers, experienced teachers and principals take to become more effective at teaching through self-improvement? - Part Three: In what ways, and to what extent can research in teaching inform and improve classroom practice? Students will become engaged in the process of teacher self-improvement as they develop first the competence to cope with their early teaching practice periods and then strive for higher level of effectiveness preparatory to their long-term teaching practice or initial teaching appointments. For those beyond their initial teaching appointment, sections about teacher renewal, reflective teaching and action research will be of particular relevance.

Stories of Beginning Teachers offers insight into the challenges and triumphs of beginning teachers, presenting both research findings and case studies on the challenges faced by new teachers. More than twenty categories and five hundred specific examples of potential problems and issues are cited in Part 1 of this book. Armed with such useful information about the most frequent, serious, and persistent challenges, Roehrig, Pressley, and Talotta assert, a young educator will be better prepared to teach and more likely to succeed. Part 2 contains stories of the teaching experience of participants in the University of Notre Dame's Alliance for Catholic Education. Included are nine vivid stories of the struggles and successes of new teachers reflecting on their first year, as well as sixteen shorter summaries of the daily lives of beginning teachers. Reading this book, a novice teacher will better understand student motivation, student learning, human development, classroom organization, classroom management, assessment techniques, and the administration of schools.

Written for teaching professionals, this text helps novice and experienced teachers to reinterpret their working lives. Taking the reader on a personal exploration the text exceeds standard approaches, leading from the personal to the critical.

Informal language learning beyond the classroom plays an important and growing role in language learning and teaching. This Handbook brings together the existing body of research and unites the various disciplines that have explored this area, in order to present the current state of knowledge in one accessible resource. Much of adult learning takes place outside of formal education and for language learning, it is likely that out-of-class experiences play an equally important role. It is therefore surprising that the role of informal language learning has received little attention over the years, with the vast majority of research instead focusing on the classroom. Researchers from a range of backgrounds, however, have started to realise the important contribution of informal language learning, both in its own right, and in its relationship with classroom learning. Studies in the areas of learner autonomy, learning strategies, study abroad, language support, learners’ voices, computer-mediated communication, mobile-assisted language learning, digital gaming, and many others, all add to our understanding of the complex and intersecting ways in which learners construct their own language learning experiences, drawing from a wide range of resources, including materials, teachers, self-study, technology, other learners and native speakers. This Handbook provides a sound and comprehensive basis for researchers and graduate students to build upon in their own research of language learning and teaching beyond the classroom.

Based on research conducted at California State University, this book reviews theory and practice in preparation for student teaching or practicum, and offers a wealth of suggestions for beginning teachers. This fourth edition features new content on standards-based planning, and new material specif.

Overwhelming demands are accepted as a rite of passage for teachers, but are leading to high rates of burn-out. What if we no longer have to accept the idea that the first few years of teaching are all about survival, about keeping your head afloat? What if instead, we could GO BEYOND SURVIVAL? This book offers a thoughtful look at the ideas, expectations, and situations that face a beginning teacher. Through stories of ups and downs and lessons learned, you will come away from reading this book a stronger educator, with deep roots that will allow you to thrive and not merely survive your first few years and beyond!