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Teaching Challenges and Dilemmas with Online Study Tools 12 months Paperback – 11 July 2014

Edition: 5th
See all formats and editions
Teaching Challenges and Dilemmas highlights the complexities of teaching and learning and the daily challenges that teachers must recognise and unravel during the course of their work. It actively works with readers to help them develop the competencies needed to become outstanding teachers: communication, understanding pedagogy, assessment of learning and curriculum, lesson planning, classroom management, reflective practice and comprehending learner diversity. Grounded in strong theoretical foundations, it draws upon research to assist readers in identifying the different strategies that are available to them and the ways in which these might be enacted in practice. Engaging case studies and rich examples emphasise the importance of context and assist readers to connect theory to the classroom as they explore issues. To keep pace with the dynamic environment in which school education is conducted, chapters reflect recent changes in national curriculum, national testing and national standards for teaching, enabling readers to understand the impact of these Commonwealth frameworks. This highly regarded text remains an invaluable resource for pre-service and newly qualified teachers as they embark on their challenging career.
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  1. ISBN-10
    0170246620
  2. ISBN-13
    978-0170246620
  3. Edition
    5th
  4. Publisher
    CENGAGE AUSTRALIA
  5. Publication date
    11 July 2014
  6. Language
    English
  7. Dimensions
    21.6 x 2.3 x 25.4 cm
  8. Print length
    400 pages
  9. See all details
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Product description

About the Author

Dr Robyn Ewing AM is Professor Emerita, Teacher Education and the Arts in the Sydney School of Education and Social Work at the University of Sydney. A former primary teacher she continues to work extensively alongside teachers interested in creative teaching and learning, and curriculum reform. Her current research interests include: the role of creative, quality arts processes in transforming learning; drama-rich pedagogy, children’s literature and learning to be literate in the early years; issues in teacher education, especially the experiences of early career teachers and mentoring; teacher professional learning; the role of reflection in professional practice; and, curriculum innovation and evaluation. She has worked in partnership with Sydney Theatre Company on the School Drama teacher professional learning program since 2009.

Rosie Le Cornu is an adjunct Associate Professor in the School of Education at The University of South Australia. She has worked in education for more than 40 years, which includes 12 years as a primary teacher, R-12 advisor and deputy principal and 30 years as a teacher educator. She has a strong commitment to high quality teaching and teacher education, underpinned by the notions of reflection, collaboration, partnerships and social justice. Her research has focused primarily on pre-service teachers and early career teachers, providing insights and ideas that can help them become creative and agentic professionals who are able to support student learning effectively and responsibly.

Susan Groundwater-Smith is Honorary Professor of Education in the Sydney School of Education and Social Work at the University of Sydney, where she chairs the Teacher Education Advisory Board. In recent years she has given her attention to issues in relation to consulting with children and young people and has published and researched extensively in this area of 'student voice'. Thus her commitment to teacher inquiry has extended to include students as active inquiring agents into the circumstances of their learning.

Product details

  • Publisher ‏ : ‎ CENGAGE AUSTRALIA; 5th edition (11 July 2014)
  • Language ‏ : ‎ English
  • Paperback ‏ : ‎ 400 pages
  • ISBN-10 ‏ : ‎ 0170246620
  • ISBN-13 ‏ : ‎ 978-0170246620
  • Dimensions ‏ : ‎ 21.6 x 2.3 x 25.4 cm

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