Index
Early Careers in Education: Perspectives for Students and NQTs
ISBN: 978-1-83982-585-9, eISBN: 978-1-83982-584-2
Publication date: 19 February 2021
This content is currently only available as a PDF
Citation
(2021), "Index", Gillespie, A. (Ed.) Early Careers in Education: Perspectives for Students and NQTs, Emerald Publishing Limited, Leeds, pp. 193-197. https://doi.org/10.1108/978-1-83982-584-220211029
Publisher
:Emerald Publishing Limited
Copyright © 2021 Aidan Gillespie
INDEX
Abuse
, 184–185
Academic writing in higher education
, 34–35
Annotations
, 37
Association of Teachers and Lecturers (ATL)
, 157–158
‘Bachelor of the Stool’
, 4
‘Banking concept’ of education
, 168
Behaviour
, 93
child’s relationship with curriculum
, 97–98
child’s relationship with others
, 96–97
child’s relationship with self
, 94–95
framework
, 94
policies
, 93
Blogs
, 132
British education system
, 166
Business of lifelong learning
, 135–136
Channel 4’s programme
, 53
Child(ren)
, 43–44
collecting children’s ‘learning stories’
, 45
identity
, 17
observation
, 46
relationship with curriculum
, 97–98
relationship with others
, 96–97
relationship with self
, 94–95
with SEND
, 115
to talk
, 77–78
Class
clown
, 4
teacher
, 166
Classroom, clowns in
, 5
Clown Manifesto (Laneela and Sacks)
, 5–6
Clowning
, 3
aspects
, 8
Clowns
, 4–5
calling
, 7
in classroom
, 5
in education
, 4
wisdom
, 5–6
Co-researchers
, 54
Commitment
, 89
Concept mapping
, 35–37
Confederation of British Industry (CBI)
, 13
Connecting
, 6–7
Contextual safeguarding
, 177
Continuous professional development (CPD)
, 127–128
Cooperative play
, 69
Cost
, 135
Creative approaches
, 11
Creative pedagogy
, 11, 15–17
Creative practice
, 11
Creative teaching and learning
, 17–18
Creativity
, 11, 14–15, 47
in educational settings in England
, 11–14
in schools
, 12
Critical appraisal
, 144
Critical pedagogy
, 16
Critical thinking
, 5
Cross-curricular teaching
, 106
Cultural misconceptions
, 153–155
Culture
, 23–24, 151–152
implications for practice
, 155
interview
, 27–28
invisible culture
, 25–26
of school
, 167
visible culture
, 24–25
visit
, 26–27
Debrief
, 79
Decision-making processes
, 97–98
Deep level learning
, 45
Democratic professionalism
, 34
Department for Education (DfE)
, 85–86, 113, 157, 173
Deployment and Impact of Support Staff project (DISS project)
, 114–115
Digging holes
, 47
Disability
, 176
Domestic abuse
, 184–185
working with children
, 187–188
Domestic Abuse Bill
, 185
Domestic violence
, 185
Durham Commission
, 16
Early Years Foundation Stage (EYFS)
, 43, 46, 67, 69
Education Act (2002)
, 173
Education Endowment Foundation
, 114
Education Reform Act
, 142
Education Regulations (2014)
, 173
Education(al) (see also Higher education)
clowns in
, 4
praxis in
, 32
purpose of
, 168
sector
, 157
settings
, 93
theorists
, 168
Educator(s)
, 78–79, 83, 134
Effective learning, characteristics of
, 46, 48
Effective teaching
aspects
, 87–88
key indicators of
, 86
Emotion(al)
attachment
, 94
importance of belonging
, 152
management
, 94–95
responses
, 186
Enquiry models of education
, 145
Enthusiasm
, 89
Environment-based education
, 124
Environmental education (EE)
, 121, 123–124
Everyday materials
, 68
Exploratory play
, 69
Family
circumstances
, 176
values and attitudes
, 56
Feedback
, 6–7
to consolidating learning and improving future submissions
, 37–38
loop
, 78
Forest School programmes
, 125
Formative assessment
, 98
Generation Z
, 133
Goal setting
, 107
Grades
, 37
Groupings and seating arrangements
, 96–97
Headteachers
, 88–90
Higher education (see also Religious education (RE))
academic writing in
, 34–35
delivery approaches
, 32
institutions
, 134
Home corner
, 72
House of Commons Select Committee
, 127
Identity
, 165
Illicit drug use
, 176
Immigrant populations
, 176
Informal ‘talk partners’
, 80
Informal urban forest school environment
, 57
Information literacy
, 5
Initial teacher training (ITT)
, 157–159
Intellectual curiosity
, 45–46, 97
Intergenerational practice
, 54–55, 57–58
engaging in
, 58–59
involving in
, 56
and relevant to teachers
, 54–56
Interview
, 27–28
Intimate partner violence
, 185
Intrinsic motivation
, 15
Invisible culture
, 25–26
Jester
, 9
Jester-clown
, 9
Keeping Children Safe in Education (KCSiE)
, 173–174
‘Knower learner’, challenge to
, 35
‘Language nest’ model
, 53
Leader
, 81
Learner(s)
, 37, 133
as knower
, 34
Learning
, 32–33, 54, 67, 107, 134, 136
experience
, 135
providers
, 93
social aspects of
, 46
Learning outside the classroom (LOtC)
, 126–127
‘Leuven Scales’
, 46
Listening
, 78
Living things and environment
, 68
Mark-making
, 47
Measurement process
, 90
Mixed-ability trios
, 80
Mobile technologies
, 134
Modelling
, 97–98
Motivation
, 89
strategies
, 36
National Advisory Committee on Creative and Cultural Education (NCCCE)
, 12–13
National Workload Agreement
, 113
Nature deficit disorder
, 122
Newly qualified teachers (NQTs)
, 85, 87–88, 90, 101, 157, 170
Non-Maintained Special Schools Regulations (2015)
, 173
Nursery environment
, 48–49
Older adults
, 58–59
Online communities
, 132
Online discussion boards
, 132
Online safety
, 136
Open-ended questioning
, 82
Organisation
, 133–134
Organisational citizenship behaviour
, 88
Outdoor area
, 74
Outdoor learning
, 121–122
CPD
, 127–128
EE
, 123–124
for primary aged children
, 122–123
in primary education
, 126–127
sustainability
, 123–126
Pedagogy
, 15, 168
Peer on peer abuse or violence
, 177–178
Physical processes
, 68
‘Place responsive pedagogy’
, 57
Place-based learning
, 124
Planning
, 107
Play
importance in science
, 69
types
, 69–74
Postgraduate Certificate in Education (PGCE)
, 160, 165, 167, 170
Practitioner
, 134–135
taking risks
, 169
Praxis
, 31
academic writing in higher education
, 34–35
challenge to ‘knower learner’
, 35
concept mapping
, 35–37
in education
, 32
using feedback to consolidating learning and improving future submissions
, 37–38
learner as knower
, 34
theory and practice in professional learning
, 32–33
useful habits and behaviours for professional learners
, 38
Pre-requisites
, 45
Pre-school practice
, 55
Primary aged children, outdoor learning for
, 122–123
Primary education, outdoor learning in
, 126–127
Primary PGCE
, 166
Problem-solving
, 5
Professional behaviours
, 88
Professional learners
, 31
useful habits and behaviours for
, 38
Professional learning
, 33–34
theory and practice in
, 32–33
Programme for International Student Assessment
, 13
Pupil talk
, 79–82
implications for practice
, 83
in learning
, 77
Pupils
, 82
Quality of instruction
, 86
Questioner
, 81
Questioning
, 82–83
Reflection
, 107
Reflective practice model of professional learning
, 16
Relationships, routines and responses (3 Rs)
, 93
Religion and worldviews (RW)
, 143
pedagogical opportunities
, 145–146
Religious education (RE)
, 141
future implications
, 146
old certainties and new frontiers
, 141–142
pedagogical opportunities of RW
, 145–146
religion and worldviews
, 143–145
Resilience
, 89
Rewarding
, 82
Role play areas
, 72
Safeguarding
, 173–175
concern
, 175–176
contextual
, 177
peer on peer abuse or violence
, 177–178
teachers and staff
, 178–179
Sand tray, science in
, 70–71
Scholarly article
, 36
Science
, 67
children needs to knowing
, 67–69
continuous provision for
, 69–70
importance of play in
, 69
learning
, 68
in sand tray
, 70–71
in water tray
, 71–72
Scribe
, 81
Self-assessment
, 103
Self-efficacy beliefs
, 95
Self-regulated learners
, 101–102
education professional
, 102–103
NQTs utilising to support pupils’ in becoming
, 104–106
Self-regulated learning (SRL)
, 101
aspects
, 106–107
Self-regulation
, 101–102
Senior leaders
, 88–90
Sense of belonging
, 96
Sharing
, 82
Signature pedagogies
, 11
Skills
, 87
Small world science
, 73–74
Social Learning Theory
, 152
Social Web
, 132
Socio-cultural theory (Vygotsky)
, 54
Special educational needs (SEN)
, 176
Special educational needs or disabilities (SEND)
, 114
Staff
, 178–179
Student–teacher relationship
, 169
Stupidity
, 8
Subject knowledge
, 86
Summariser
, 81
Supported accommodation
, 176
Sustainability
, 123–126
Teachers
, 7–8, 43, 178–179
attitudes
, 89
as deliberator
, 90
identity
, 167
observations
, 46–47
standards
, 85–88, 173
‘Teachers Professional Capital’
, 16
Teaching
, 134, 161–162
Teaching assistant (TA)
, 113
communicating effectively with
, 117–118
interventions
, 117
learners benefits
, 115–117
rise of
, 113–114
role
, 114–115
Technology
, 131–133
Technology-delivered learning
, 136
Technology-enhanced learning (TEL), 131, 136 (see also Outdoor learning)
business of lifelong learning
, 135–136
cost
, 135
future
, 137
learners
, 133
learning
, 136
learning experience
, 135
organisation
, 133–134
practitioner
, 134–135
technology
, 131–133
threat
, 136–137
Theory of belonging
, 152
Thinking
, 77–78
Threat
, 136–137
Time management
, 107
Underage alcohol use
, 176
United Nations Educational, Scientific and Cultural Organisation (UNESCO)
, 123–124
University Work Based Learning
, 33
Velcro effect
, 116
Visible culture
, 24–25
Water cycle
, 105
Water tray, science in
, 71–72
Web 1. 0
, 132
Web 2. 0
, 132
Web 3. 0
, 132
Western culture
, 24
Wikis
, 132
Young carers
, 176
- Prelims
- Section 1: Professional Considerations
- Chapter 1: Alias the Jester – What Can Clowns Tell Us about Teaching?
- Chapter 2: Getting Creativity Back into Schools: How Teachers Can Adopt a Creative Pedagogy
- Chapter 3: Visible and Invisible Cultures: What Teachers Can Learn about Schools When Applying for Posts
- Chapter 4: Praxis: Underpinning Practice with Theory in Professional Learning
- Section 2: Early Years Practice
- Chapter 5: Tuning into the Beach Boys
- Chapter 6: Let’s Go on an Adventure … Embracing and Implementing Intergenerational Learning
- Section 3: Pedagogy
- Chapter 7: Playful Science in the EYFS. Using Continuous Provision to Support Scientific Learning in Young Children
- Chapter 8: Improving the Quality of Children’s Discussions about Learning
- Chapter 9: On Your Marks, Get Set … TEACH!
- Chapter 10: Behaviour for Learning or Behaviour Management?
- Chapter 11: How Can Self-regulated Learning Support You at University and Enhance Your Practice as a Newly Qualified Teacher?
- Section 4: Practice
- Chapter 12: Working with Your Teaching Assistant
- Chapter 13: Why Teach Outdoor Learning in Primary Education?
- Chapter 14: Promoting Dialogue in Technology-enhanced Learning
- Chapter 15: Religious Education is Broken So Let’s Fix it
- Section 5: Newly Qualified Teacher Perspectives
- Chapter 16: Promoting Cultural Diversity: The Importance of Addressing Misconceptions
- Chapter 17: Making the Switch: Career Converting from Industry to Teaching
- Chapter 18: The Importance of Identity and What I Wish I Knew Before my PGCE
- Section 6: Safeguarding
- Chapter 19: Understanding and Responding to Basic Safeguarding Concerns and Processes in Schools
- Chapter 20: Understanding Emotional Responses in the Classroom of Children Experiencing Domestic Abuse
- Index