Developing the Expertise of Primary and Elementary Classroom

Tony Eaude

ISBN 10: 1350031895 / ISBN 13: 9781350031890

Published by Bloomsbury Academic Jan 2018, 2018

About this Item

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Bibliographic Details

• Title: Developing the Expertise of Primary and Elementary Classroom
• Publisher: Bloomsbury Academic Jan 2018
• Publication Date: 2018
• Language: English
• ISBN 10: 1350031895
• ISBN 13: 9781350031890
• Binding: Buch
• Condition: Neu
• Dimensions: 235W x 164H x 17D millimeters 235 millimeters width by 164 millimeters height by 17 millimeters depth
• Weight: 484 grams

About this title

Synopsis

Developing the Expertise of Primary and Elementary Classroom Teachers challenges many current assumptions about primary education. Tony Eaude uses international research and the experiences of teachers at different career phases to indicate that primary classroom teachers with a high level of expertise adopt a wide repertoire of strategies and a flexible, reciprocal and intuitive approach to planning, assessment and teaching. He explores why a deep understanding of how young children learn, the ability to create an inclusive environment, relationships of care and trust and teachers who are attuned to children are essential. Eaude argues that to develop qualities such as confidence and resilience, to exercise informed intuition and to create a robust professional identity, many constraints on manifesting expertise, some of which are emotional, some more structural, must be overcome.

Drawing on the research on professional learning, Eaude shows that these abilities and qualities are learned over time, through regular, sustained, contextualised opportunities, relating theory and practice, with the years soon after qualification particularly significant. He highlights that the professional knowledge and judgement required in complex, changing situations is acquired and refined mainly through guided practice and experience backed by reflection and engagement with research. The need for supportive professional learning communities and for policy which encourages primary classroom teachers' enthusiasm, creativity and willingness to innovate is emphasised and an enriched apprenticeship model – using a variety of processes, including observation of other teachers, practice, mentoring, case studies and discussion – is advocated.

About the Author

Tony Eaude is an experienced independent researcher, mainly working with teachers of young children and teacher educators. He was for nine years the headteacher of a multicultural first school, before studying for a doctorate at Oxford University, UK. He has published extensively, especially on how young children develop and learn and the implications for teachers. Details of his work are available on www.edperspectives.org.uk