From Book News, Inc.
A group of fourteen education scholars from the University of Bristol School of Education consider the impact of teachers' belief systems on their approach to learning and teaching environments. Some of the contributors angle toward theoretical perspectives in integrated learning and implicit learning theories, while others range over the cultural spectrum from comparisons of English and Swedish teacher training to a student teacher visit to Gambia. Finally, the discussions center around more practical concerns in teacher education, development, mentoring and supervision. Annotation c. by Book News, Inc., Portland, Or.


Book Description
There is clear evidence that the quality of children's learning in school is very dependant on the style of the teacher's approach and the learning environment he or she creates. This edited volume provides a new framework for exploring teachers' views on a whole range of professional issues related to teaching and learning.

FROM THE PUBLISHER

The quality of children's learning in school is dependent on the style of a teacher's approach and the learning environment he or she creates. This, in turn, is a reflection of teachers' own beliefs, anxieties and enthusiasms about learning, often gained through their own educational experiences. This edited volume provides a new framework for exploring teachers' views on a whole range of professional issues, such as the nature of teaching and learning, the needs of students, and their own abilities as learners. Within this is presented a variety of case studies which illustrate how teachers' views impact upon students' learning. The conclusions drawn from this study can be used in a practical way to assist teachers' professional development throughout their career. All teacher trainers and mentors who take seriously their role of helping children to be resourceful, resilient and reflective learners will find this book of valuable assistance.

FROM THE CRITICS

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