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The Teaching Delusion: Why teaching in our classrooms and schools isn't good enough (and how we can make it better)
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- Nombre de pages348
- FormatePub
- ISBN978-1-3983-8391-3
- EAN9781398383913
- Date de parution05/03/2020
- Protection num.Adobe DRM
- Infos supplémentairesepub
- ÉditeurJohn Catt
Résumé
Schools are filled with great teachers, but is great teaching taking place in every classroom, in every school? Bruce Robertson doesn't believe it is. Why not? This book argues that there are two reasons. Firstly, because there isn't a shared understanding of what makes great teaching. Secondly, because schools haven't developed the strong professional learning culture necessary to drive the development of great teaching in every classroom.
Through discussion of key messages from educational research, and drawing on a track record of success, this book explores how these barriers can be addressed, leading to transformations in teaching practice across classrooms and schools.
Through discussion of key messages from educational research, and drawing on a track record of success, this book explores how these barriers can be addressed, leading to transformations in teaching practice across classrooms and schools.
Schools are filled with great teachers, but is great teaching taking place in every classroom, in every school? Bruce Robertson doesn't believe it is. Why not? This book argues that there are two reasons. Firstly, because there isn't a shared understanding of what makes great teaching. Secondly, because schools haven't developed the strong professional learning culture necessary to drive the development of great teaching in every classroom.
Through discussion of key messages from educational research, and drawing on a track record of success, this book explores how these barriers can be addressed, leading to transformations in teaching practice across classrooms and schools.
Through discussion of key messages from educational research, and drawing on a track record of success, this book explores how these barriers can be addressed, leading to transformations in teaching practice across classrooms and schools.
