Full of practical help and guidance, this is a must have for primary trainees on school experience, whether they are in a school-based or university-based teacher training programme. It begins by helping trainees to plan their own journey through training and beyond. Taking control of their own training in this way supports student teachers to approach the course with confidence, and secure their first teaching job. The book provides guidance on: adapting to working in school observing, planning and evaluating in school teaching on placement assessing, monitoring and reporting on children′s progress self-evaluation and how to pre-empt and resolve issues securing the first teaching job and succeeding in the NQT year For student teachers, the experience of school-based training is exciting but also challenging - this book supports them throughout and prepares them for the journey ahead. Student feedback on this book: "Having been on a variety of teaching placements myself, I know just how daunting and overwhelming experiences in school can be at times – even with a supportive mentor by your side! Hence, I felt that this book can smooth out and rectify those worries one may face during a school placement, and offers the reader a realistic insight into school experiences. In my opinion, the most useful chapter by far is the ‘Moving On’ chapter near the end of the book. This explains how to conclude a school placement, what to expect from an interview, and even how to set out a CV for a teaching position. This was not something I expected to find in this book however it was very much welcomed and is, in fact, a very important, valuable part of the book. This is the type of book you can buy on your very first day of teacher training and use well into your days as a newly qualified teacher." - Jasmin, Primary Teacher Trainee (University of Northampton)

Provides a pathway into the Australian curriculum for primary teachers, including practical guidance across a range of key learning areas.

Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. This third edition of Learning to Teach in the Primary School is fully updated with reference to the new National Curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. Twenty-two new authors have been involved and connections are now made to Northern Irish, Welsh and Scottish policies. In addition, five new units have been included on: making the most of your placement play and exploration in learning behaviour management special educational needs phonics. With Masters-level reflective tasks and suggestions for research-based further reading, the book provides valuable support to trainee teachers engaged in learning through school-based experience and through reading, discussion and reflections as part of a teacher education course. It provides an accessible and engaging introduction to knowledge about teaching and learning that every student teacher needs to acquire in order to gain qualified teacher status (QTS). This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT) and employment-based teacher training courses (Schools Direct, Teach First), plus those studying Education Studies. This textbook is supported by a free companion website with additional resources for instructors and students and can be accessed at www.routledge.com/cw/Cremin.

This new textbook provides support to student teachers on primary ITT, BEd and PGCE courses. It supplies a practical introduction to the teaching skills as well as the theory underpinning them.

Modern societies tend to demand innovative learning modalities in which foreign languages are used to teach content subjects from very early educational stages. Education authorities in different geographical areas of the world are currently working to determine how bilingual teaching should be developed depending, along with many other factors, on the initial training of bilingual education teachers. On this basis, it is necessary to review how tertiary education institutions deal with the theoretical foundations and practical approaches necessary for this learning modality to train bilingual education teachers for primary schools. The Handbook of Research on Training Teachers for Bilingual Education in Primary Schools includes international experiences of teacher training for bilingual education in primary schools in which educators should be able to recognize themselves and identify concrete working formulas to apply in their daily work. Covering key topics such as teacher training, language learning, and primary education, this reference work is ideal for administrators, teacher trainers, policymakers, researchers, scholars, practitioners, academicians, instructors, and students.

Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum. This study identifies priority areas for teachers' professional development. It suggests a policy framework for the continuing professional development of primary school teachers, including the initial preparation of teachers and their induction into teaching. It proposes medium and long-term strategies to bring about the desired changes in teaching and learning through school-based approaches to teacher development.

This book encourages effective teaching and learning in primary physical education, supporting the reader in meeting the QTS Standards and beyond. It explores the importance of PE for children′s learning and advocates a developmental approach to teaching; it also examines a model of professional practice based on personal reflection and self-appraisal, and emphasises the importance of continuing professional development. A rich selection of practical activities is provided, which cater for children′s learning needs across the primary years. Content is related to current agendas and issues, including the Primary National Strategy, Excellence and Enjoyment, Every Child Matters and the forthcoming Olympics.

"Huge sums have been spent on water and sanitation services in Tanzania, but much of that investment is standing idle in the country, producing little or no water for the intended beneficiaries. A major question is whether any of the investment can be salvaged to reduce the burden of water gathering on the population." - From 'Tanzania: Social Sector Review' Tanzania's social indicators remain among the poorest in the world. This report describes the trends in the social sectors and analyzes the factors that influence these trends. These trends include the performance of the economy, government social sector spending and policy, household behavior and incomes, and demographic trends. Findings from the surveys and case studies are synthesized to provide a comprehensive picture of the demand for and supply of education, health, water and sanitation, nutrition, and family planning services. The report discusses the situation and trends in the social sector and identifies ways that the government, the private sector, and households can use their respective resources most effectively.

Assessing the effects of New Labour's education policies on primary schools, this book discusses the impact of policies on primary school practices, as well as looking at the views and experiences of primary school teachers and pupils.

In this publication national and international researchers working in the field of English as a Foreign Language (EFL) education, applied linguistics and educational sciences are presenting their current research in the area of primary EFL teacher education. The starting point of this collection was the general shift in educational research towards the role of teachers as well as towards facets of the teaching profession and their relative contributions to successful and 'good' education. All contributions to this volume focus primarily on hitherto insufficiently researched as¬pects of the professional development of primary EFL teachers. This book is thus contributing to closing existing research gaps as well as giving impetus for future studies and increasing communication about research on the professional development of EFL teachers in related disciplines. Aside from an overview of teaching primary EFL in Europe and beyond, the contributors are presenting up-to-date research on policy and practice of primary EFL teacher education, in-service training as well as professional competences and beliefs of primary EFL teachers. Edited by Eva Wilden and Raphaela Porsch, this interdisciplinary book provides contributions from Nora Benitt, Henriette Dausend, Ann-Cathrin Deters-Philipp, Janet Enever, Alicia Jöckel, Johannes König, Angelika Kubanek, Sandra Lammerding, Rama Mathew, Günter Nold, Annamaria Pinter, Thorsten Piske, Shelagh Rixon, Andreas Rohde, Henning Rossa, Bianca Roters, Sarah Strauß and Sarantis Tachtsoglou.