Classroom Pedagogy and Primary Practice

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Administration
Cover of the book Classroom Pedagogy and Primary Practice by David McNamara, Professor David Mcnamara, Taylor and Francis
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Author: David McNamara, Professor David Mcnamara ISBN: 9781134889594
Publisher: Taylor and Francis Publication: January 4, 2002
Imprint: Routledge Language: English
Author: David McNamara, Professor David Mcnamara
ISBN: 9781134889594
Publisher: Taylor and Francis
Publication: January 4, 2002
Imprint: Routledge
Language: English

In this provocative book, David McNamara argues that a `teacher-centred' approch to teaching in the primary school, especially in the later years is actually in the best interests of the children - that the teacher must be seen to have ultimate responsibility for what and how children learn. He attempts to define the distinctive professional expertise of the primary teacher - the application of subject knowledge within the special circumstances of the classroom - and to show how this expertise can be articulated to establish a body of educational knowledge which is both derived from practice and practically useful to others.
At a time when increasing emphasis is being placed on the role of the practising teacher as a mentor in intitial teacher education, this book will help teachers at all levels to define their own role in the creation of educational knowledge.

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In this provocative book, David McNamara argues that a `teacher-centred' approch to teaching in the primary school, especially in the later years is actually in the best interests of the children - that the teacher must be seen to have ultimate responsibility for what and how children learn. He attempts to define the distinctive professional expertise of the primary teacher - the application of subject knowledge within the special circumstances of the classroom - and to show how this expertise can be articulated to establish a body of educational knowledge which is both derived from practice and practically useful to others.
At a time when increasing emphasis is being placed on the role of the practising teacher as a mentor in intitial teacher education, this book will help teachers at all levels to define their own role in the creation of educational knowledge.

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