Product Description

Recognising the strong emphasis in initial teacher education on curricular content, especially in literacy and numeracy, and on planning, assessment and behaviour management, this book helps students intending to work as teachers understand the link between childrens attainment and wider aspects of personal development, beliefs and values and the context within which learning flourishes. By exploring these elusive but important aspects of childrens development, this book helps to enrich students experience in training and to lay the foundations for their future continuing professional development as reflective practitioners.

Product Details

• Amazon Sales Rank: #83588 in Books
• Published on: 2008-01-04
• Original language: English
• Number of items: 1
• Binding: Paperback
• 117 pages

Review
Recognises key areas of development which may be overlooked in a rush to examine curriculum subjects. Logical in its structure. Case studies place 'thinking' in context. Points for consideration and discussion support individual and group analysis. --Senior Lecturer, North East Wales Institute

The spiritual, moral, social and cultural contexts involved in teaching and learning are not always easy for trainee teachers to determine and exemplify. This book provides a resources by which these can be achieved. --Senior Lecturer, Kingston University

The first edition was very suitable to support the PSHE element of this course, so I will be recommending this second edition too. It is clearly set out in sections, but takes a thoughtful critical approach and is informed by relative literature. --Principal Lecturer, University of Wolverhampton

Lecturer, Edge Hill University
"At last, an author brave enough to address the importance of
children's spiritual, moral, social and cultural development."

About the Author
Dr Tony Eaude was a teacher and headteacher for over 20 years, working initially in a special school and then in suburban, new town and multi-cultural primary schools. He completed a master's degree in Educational Research Methodology and a doctorate at the University of Oxford on how teachers of four and five year-old children understand spiritual development. He now works as an independent research consultant, evaluating educational programmes, leading training, supporting teacher research and policy development and writing both for teachers and an academic audience. He teaches part-time in an urban primary school.