A college textbook of physics by Kimball A.I.

By Kimball A.I.

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And Turner, T. (2009) Learning to Teach in the Secondary School: An Introduction to School Experience, 5th edition. London: Routledge. ■ Allen, M. and Topliss, R. 2 ‘The student teacher’s roles and responsibilities’, 22–35. ■ Capel, S. 3 ‘Managing your time and stress’, 36–46. ■ Heightman, S. 2 ‘Reading classrooms. How to maximise learning from classroom observation’, 65–78. Parkinson, J. (2002) Reflective Teaching of Science 11–18. London: Continuum. The chapter ‘Learning to become an effective teacher’ discusses the attributes of good teachers.

And Leask, M. ’, 9–21. ■ Turner, T. and Heilbronn, R. 5 ‘Values, education and moral judgement’, 217–232. ■ Bartlett, S. and Leask, M. 4 ‘Improving your teaching: an introduction to practitioner research, reflective practice and evidence-informed practice’, 300–309. ■ Haydon, G. 1 ‘Aims of education’, 369–378. ■ Capel, S. and Moss, J. Appendix 1, ‘Guidance for writing’, 463–471. Other books written for science student teachers Parkinson, J. (2002) Reflective Teaching of Science 11–18. London: Continuum Books.

This particular example is not untypical, with a physical scientist as head of department and other members of the team having senior roles in the management of the school. Often science and maths or science and technology teachers are organised into faculties in this way. 2 where staffs from all curriculum subjects are divided into just three divisions. Science teachers in this particular sixth-form college are in the same division as teachers of mathematics, IT, geography, geology, psychology, and health and social care.

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