Liberating the Learner: Lessons for Professional Development in EducationGuy Claxton There is clear evidence that the quality of children's learning in school is very dependant on the style of the teacher's approach and the learning environment he or she creates. This, in turn, is a reflection of teachers own beliefs, anxieties and enthusiasms about learning, often gained through their own educational experiences. This edited volume provides a new framework for exploring teachers' views on a whole range of professional issues, for instance the nature of teaching and learning, the needs of students, and their own abilities as learners. Within this is presented a variety of case studies which illustrate how teachers' views impact upon students' learning. The book builds on the well established assumption that teachers are themselves also learners and that the learning processes involved in professional development are in many ways the same as those involved in a classroom context.It shows how the conclusions drawn from this study can be used in a practical way to assist teachers' professional development throughout their career. All teacher trainers and mentors who take seriously their role of helping children to be resourceful, resilient and reflective learners will find that this book helps them to achieve this aim. |
From inside the book
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Contents
Theoretical perspectives | 1 |
When is experiential learning not experiential learning? | 16 |
Liberating the learner through assessment | 32 |
Implicit theories of learning | 45 |
Cultural perspectives | 57 |
sources of divergence | 74 |
Understanding the apprenticeship of observation in initial teacher | 90 |
learning experience of | 108 |
The facilitation of learning | 159 |
the role of the mentor | 184 |
a case study | 199 |
Using dissonance finding the grit in the oyster | 212 |
what is transmitted? | 228 |
learning event | 243 |
Put it together and what have you got? | 264 |
278 | |
Other editions - View all
Liberating the Learner: Lessons for Professional Development in Education Guy Claxton No preview available - 1996 |
Common terms and phrases
ability achieve activities adult approach assessment assumptions attitudes awareness behaviour Broadfoot challenge Chapter classroom Claxton cognitive collaboration colleagues competence concepts concern context cost-benefit analysis course culture curriculum difficult discussion dissonance effect engage example experiential learning explore feel felt focus Gambia headteachers ideas implicit beliefs implicit theories individual initial teacher education interviews issues knowledge learners learning experience lesson mathematics mathematics education mentor Mike Wallace observation organisation participants particular Patricia Broadfoot pedagogy perceived performance PGCE practice problem professional development professional learning programme pupils question reflection relationship resilience responsibility role school-based sessions situation skills strategies student teachers tasks taught teacher education teaching and learning teaching styles Terry Atkinson theories of learning things transfer of learning tutor understanding University of Bristol