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Advising and Supporting Teachers (Cambridge Teacher Training and Development), by Dr Mick Randall, Barbara Thornton
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Advising and Supporting Teachers examines the role of the teacher-advisor and how the key skills required for producing effective feedback can be developed. The book is in two parts. The first part looks at the processes of giving advice and the second part consists of a range of tasks for the advisor. The main purpose of this book is to provide an opportunity for those involved in providing feedback to reflect on the methods which can be used to maximise the effectiveness of the learning encounter. This book will be of particular interest to everyone responsible for advising teachers including teaching practice supervisors, mentors, INSET tutors, state education inspectors, Directors of Studies running teacher appraisal and induction programmes and teachers working together as 'critical friends' in informal teacher development.
- Sales Rank: #1175176 in Books
- Brand: Brand: Cambridge University Press
- Published on: 2001-09-17
- Original language: English
- Number of items: 1
- Dimensions: 9.69" h x .63" w x 7.44" l, 1.39 pounds
- Binding: Paperback
- 300 pages
- Used Book in Good Condition
Review
'This is a very user-friendly book and the tasks provided are applicable to any teaching and learning situation. It is wonderfully designed for those who are involved in giving advice in the roles that they perform.' ELTECS Digest
About the Author
Marion Williams was previously Reader at the University of Exeter and is currently Chair of the Academic Board for INSTILL Education. She has 40 years' experience of working at all levels of ELT internationally, is a long-standing member of the ELT Journal editorial board and is a former president of IATEFL.
Tony Wright is Principal Lecturer in International Education at the College of St. Mark and St. John, Plymouth.
Most helpful customer reviews
2 of 2 people found the following review helpful.
Teacher support
By Tom Farrell
Advising and supporting teachers by Mick Randall and Barbara Thornton (CUP) is a fine addition to the literature on teacher support. It guides teacher educators on how they can give support to teachers in training especially during their teaching practice. This book challenges teacher supervisors to examine their own philosophy of teaching and supervision by having them reflect on various tasks (part 2 of the book) that consist of case studies, observation tasks, role plays, feedback techniques and various other activities. The book begins by setting the scene for teacher supervision and offers a humanistic approach to helping trainee teachers through their teaching practice.
This book is really a must read for any teacher trainer/educator that is involved with teachers on the practicum. It offers many provocative tasks and approaches to teacher supervision and can be utilized pretty much in any context (although it is very much British influenced). Regardless of how much a teacher educator can implement from this book, just one reading of it will remind teacher supervisors just how much they may take for granted when supervising trainee teachers on teaching practice. However, given the workload that many supervisors are burdened with, I wonder how, and when they will get enough time to reflect on the tasks! So the book would be most suitable for trainee supervisors that have more time to discuss these tasks. That said, I recommend this book to all supervisors of teachers as well, so that they can reflect on the complexities of supporting new teachers. This book offers support for these teacher supervisor
1 of 1 people found the following review helpful.
Advising and Supporting Teachers
By Phillip A. Towndrow
This worthy handbook explores ways in which language teachers can best be advised and supported in their teaching situations. The authors provide a comprehensive review of literature to support their contention that the goal of training should be to develop independent, autonomous and professionally-minded teachers. Additionally, they demonstrate the central role feedback plays in helping teachers to become self-critical reflectors on their teaching experiences. Throughout, advisors are prompted to think about how they can move teachers on to higher level concerns and there are many good points to emerge especially in the area of talking to teachers (Chapters 6-9). Based on this excellent discussion, I also see a need for advisors themselves to reflect on their own practices especially in contexts where collaborative relationships with teachers and colleagues are not high on 'personal' agendas.
0 of 0 people found the following review helpful.
Not exactly pleasure reading, lol
By Eduardo Neecha
...as is typical with most pedagogy books, it could have been written more succinctly in about 1/3 of the length, but I suppose the publishers insist on lots of tedious filler in order to have a thicker end product so that they can charge you an arm and leg for it.
The result is that you need to learn how to skim through all the filler, underline or highlight the essential points or scribble notes at the beginning and end of each chapter or on the margins, to summarize the book.
Such is academia...
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