About the authors
PART 1 The teaching profession
CHAPTER 1 Introducing teaching as a profession
Introduction
1.1 Teaching in the twenty-first century
1.2 Developing your teacher identity
1.3 Pedagogy
1.4 Reflective practice
1.5 Doing teachers’ work to trouble whiteness
1.6 Datafication and the datafied teacher
CHAPTER 2 Historical insights into teaching
Introduction
2.1 A critical perspective and transformative teaching
2.2 Social, political, economic and cultural factors shaping education
2.3 Discourses of education
2.4 Pedagogy, curriculum, classroom management and technologies
2.5 Teachers’ work, teachers’ lives, teachers’ identities
PART 2 Understanding learning and learners
CHAPTER 3 Student learning
Introduction
3.1 Domains of learning
3.2 New insights into learning
3.3 Enhancing learning
CHAPTER 4 Understanding and motivating students
Introduction
4.1 Understanding students
4.2 Motivating students
4.3 Motivation to learn
4.4 Engaging motivation and learning in the twenty-first century
CHAPTER 5 Learner diversity, pedagogy and educational equity
Introduction
5.1 Understanding diversity and difference
5.2 Professional knowledge and educational equity
5.3 Teaching all students
5.4 Planning multilevel curriculum and inquiry
5.5 How equity works in practice
5.6 Understanding the needs of Aboriginal and Torres Strait Islander students
PART 3 Preparation, practice and process
CHAPTER 6 The curriculum
Introduction
6.1 Exploring notions of curriculum
6.2 Curriculum as cultural construction
6.3 Models of curriculum
6.4 The hidden curriculum
6.5 Teachers as curriculum workers
6.6 Curriculum as praxis
CHAPTER 7 Planning for practice: connecting curriculum, assessment and pedagogy
Introduction
7.1 Curriculum, pedagogy, assessment
7.2 Layers of curriculum planning: macro to micro
7.3 Some guiding principles for planning
7.4 Planning at the micro-level: individual lesson plans
7.5 Planning a unit of work: a sequence of lessons
7.6 Inquiry-based pedagogy
7.7 Planning to differentiate the learning for student diversity
CHAPTER 8 Pedagogy: the agency that connects teaching with learning
Introduction
8.1 Connectedness: knowing yourself
8.2 Pedagogies of practice
8.3 Pedagogy: learning places and spaces
8.4 Collaborative pedagogy: establishing the classroom culture
8.5 Dialogic pedagogy
8.6 Dispositional thinking pedagogy
CHAPTER 9 Organising the learning environment
Introduction
9.1 Creating effective classroom learning environments
9.2 A model for organising the learning environment
9.3 Sociocultural principles
9.4 Challenge and engagement
9.5 Tools and issues
CHAPTER 10 Digital technologies for teaching and learning
Introduction
10.1 The role of digital technologies in education
10.2 Assumptions about digital technologies in education
10.3 Digital technologies in and across the curriculum
10.4 Planning for teaching and learning with digital technologies
CHAPTER 11 Interactive student engagement and management
Introduction
11.1 Establishing an effective learning environment
11.2 Planning for student engagement and management
11.3 Strategies and skills to effectively engage and manage students
11.4 Reflecting on your management
CHAPTER 12 Assessment and what matters: feedback, reporting and fairness
Introduction
12.1 Assessment in learning and assessment audiences
12.2 Assessment concepts and terminology
12.3 Assessment design, strategies and techniques
12.4 Assessment feedback
12.5 Monitoring and recordkeeping
12.6 Reporting on student learning
12.7 Assessment and reporting: future challenges and dilemmas
PART 4 Effectiveness, professionalism and the future
CHAPTER 13 Reflective practice
Introduction
13.1 Reflecting on reflection: beyond the gaze
13.2 Thinking differently about thinking
13.3 Mobilising reflection
13.4 Autobiographical reflection
13.5 Critically reflective practice
13.6 Technologies of reflection
13.7 Reflexivity and teaching: beyond the self
13.8 Teachers as critically reflective practitioners
CHAPTER 14 Theorising about teaching practice
Introduction
14.1 Tacit knowledge
14.2 A teacher’s practical theory
14.3 Components of a teacher’s practical theory
14.4 Images and metaphors
14.5 Contextual variables
14.6 Novice to expert
14.7 Process of critical reflection
14.8 Investigating your own practical theories
CHAPTER 15 Professional, ethical and legal issues for teachers
Introduction
15.1 The nature of teachers’ work
15.2 Teachers’ thinking about their work
Teachers’ thinking through the career life cycle
Other perspectives on teachers’ thinking
Teacher culture
15.3 Professionalism and accreditation
The development of professional standards in Australia
The implications of professional standards for teachers
15.4 Ethical frameworks and codes of conduct for teachers
The Alice Springs (Mparntwe) Education Declaration
15.5 Teachers and the law
15.6 Professional learning for your career
CHAPTER 16 The future of teaching: schooling, equity and social change
Introduction
16.1 The purposes of schooling
16.2 Equity: a mandate of schooling
16.3 Contemporary teacher practice: realities and constraints
16.4 The broader social change context
16.5 Teachers making a difference
16.6 Supporting equity and justice: a whole-school approach
Summary
Key terms
From theory to practice
Websites
References
Acknowledgements
