Beginning Teachers' Learning
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Beginning Teachers' Learning

Making experience count

Katharine Burn, Hazel Hagger, Trevor Mutton

Description

Draws on individual case studies and up to date research to explains how teacher educators can equip beginning teachers to learn much more effectively in school. 

Author Biography

Katharine Burnis a university lecturer in education at the University of Oxford where she leads the PGCE history programme. She taught history for 10 years in school and became fascinated by the process of professional learning, first as a mentor of beginning teachers and then as a head of department desperately trying to keep more senior colleagues focused on developing their classroom practice. After completing a doctorate studying history teachers' learning in school and university, she became research officer for the Developing Expertise of Beginning Teachers (DEBT) project, a longitudinal study of 24 beginning teachers that traced their development over the course of their initial training and through the first two years of their career. 

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View Profile:    Diane Page
Company:    Critical Publishing
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Bibliographic Information
Publish State
Published
Language
English
Readership
Professional and Scholarly
Publisher / Imprint
Critical Publishing
Publication Country / Place
United Kingdom
Title Identifier (ISBN/ISSN)
9781910391174
Format
Paperback
Edition
1
Published Date
April 2015
Primary Price
20 GBP
Pages
80
Dimensions
234 x 156 mm mm
Series
Critical Guides for Teacher Educators