A guide to teaching practice by Louis Cohen; et al

By Louis Cohen; et al

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Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities. Achievement and diversity Q18 Understand how children and young people develop and that the progress and wellbeing of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. Q19 Know how to make effective personalised provision for those they teach, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching.

The distinction between attributes, knowledge and understanding, and skills is arbitrary and incoherent. For example, how is ‘Be aware of the professional duties of teachers and the statutory framework within which they work’ (Q3 (a)) an attribute? This is knowledge, not an attribute. The addition of sub-subheadings adds nothing to the coherence of the standards. The standards feature repetition and overlap largely because of the unnecessary use of subheadings, but also because of a lack of attention to detail.

G. information technology, multimedia resources, a music specialist, contacts with outside organisations and agencies, etc. The mentor will apprise the student teacher of protocols, rules and routines in the school, in short, the ‘hidden curriculum’ of the school. Mentoring in schools accords significance to the part that experienced teachers can play in the initial preparation of teachers. Some schools do not wish to follow the mentoring road, arguing that it is too time-consuming, expensive (in supply teacher cover) and onerous for teachers whose prime responsibility is to teach children not student teachers.

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