ERIC Number: ED401258
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Teaching Physical Education: A Guide for Mentors and Students. Quality in Secondary Schools and Colleges Series.
This book is intended as a resource for those involved with the support and training of physical education student teachers. While physical education staff have always played an important role in supporting student teachers, the changed context within which teachers are now working with students means that the role has both changed and been extended. Students spend a longer time in schools and schools have assumed greater responsibility for training activities formerly undertaken solely by universities and colleges. Special emphasis is given to the role of the teacher as mentor and the concept of partnership between the teacher and student teacher. Elements of successful mentoring include: planning, guidance, support, promotion of student learning and progress, and opportunities for the student to observe practice and provide feedback as well as to receive feedback on their performance. Chapters cover the following topics: the teaching process; planning for effective teaching; teaching styles; assessing pupils; entitlement to learning for all--equal opportunity issues; helping students to learn from observation; collaborative teaching; observing lessons and giving feedback; and assessing teaching competence. A bibliography of readings and references is included. (JLS)
Descriptors: Beginning Teacher Induction, Classroom Observation Techniques, Classroom Techniques, Cooperating Teachers, Elementary Secondary Education, Equal Education, Foreign Countries, Higher Education, Lesson Plans, Mentors, Physical Education, Physical Education Teachers, Preservice Teacher Education, Student Teaching, Teacher Role, Testing
David Fulton Publishers, Taylor & Francis, 1900 Frost Rd, Suite 101, Bristol, PA 19007-1598 ($24.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Students; Practitioners
Authoring Institution: N/A
Identifiers - Location: United Kingdom