Teaching teachers : processes and practices / Angi Malderez and Martin Wedell.

Enhanced descriptions from Syndetics:

This book is a rich resource for all those who support the learning of teachers. These 'teachers of teachers' (ToTs) may find themselves:


Being responsible for staff development within the context of a school;
Running a one-off workshop or a longer in-service programme;
Teaching university-based elements of an initial teacher preparation (ITP) programme; or
Mentoring a trainee during the classroom based elements of their ITP or as part of an ongoing programme of inservice provision.
Based on many years of experience in the field as ToTs and researchers, the authors provide strategies which support the following processes and practices:


Designing and planning effective programmes to support teacher learning
Planning sessions or sequences of sessions on such programmes
Engaging in a one-to-one mentoring process
Assessing teachers and their learning
Managing your personal development as a ToTs

Table of contents provided by Syndetics

• Acknowledgements (p. viii)
• Glossary (p. ix)
• General Introduction (p. xi)
• Who this book is for (p. xi)
• Who we are (p. xi)
• Why we have written this book (p. xii)
• What's in the book (p. xiii)
• Ways of using the book (p. xiv)
• If you are a (new) teacher of teachers (p. xiv)
• If you are involved in instigating educational reforms at a national or local level (p. xv)
• If you are involved in dissemination of educational research findings (p. xv)
• If you are responsible for an academic course on teacher education (p. xv)
• If you are in a development group with other ToTs (p. xv)
• What we mean by 'teachers' (of teachers) (p. xv)
• Part 1 Preparing Yourself (p. 1)
• Introduction: Preparing your own thinking: why it matters (p. 3)
• 1 What teachers need to learn (p. 6)
• Introduction (p. 6)
• 1.1 Possible goals for teacher learning (p. 7)
• Goal 1 Producing 'good teachers' (p. 8)
• Goal 2 Producing/developing 'good teaching' (p. 9)
• Goal 3 Producing teaching professionals (p. 11)
• Goal 4 Teachers as reflective practitioners (p. 12)
• Goal 5 Technicists (p. 13)
• 1.2 A very quick look at ideas about teacher learning (p. 14)
• 1.3 A story (p. 15)
• 1.4 What 'good' teachers know (p. 17)
• 1.4.1 The content of teacher knowledge (p. 17)
• 1.4.2 Types of teacher knowledge (p. 18)
• 1.4.3 Types of knowledge and goals of teacher learning (p. 19)
• 2 How teachers learn (p. 22)
• 2.1 Knowing about (KA) (p. 22)
• 2.2 Knowing how (KH development) (p. 23)
• 2.3 Knowing to (KT) (p. 24)
• 2.4 Conditions for teacher learning (p. 26)
• 2.4.1 Resources and time (p. 26)
• 2.4.2 Psycho-socio affective conditions (p. 26)
• 3 Teachers learning from their own and others' experience - putting it all together (p. 30)
• Introduction (p. 30)
• 3.1 Modes of mind (p. 31)
• 3.2 Towards a pendulum model (p. 34)
• Conclusion (p. 38)
• References (p. 39)
• Further reading (p. 40)
• Part 2 Developing Programmes that Support Teacher Learning (p. 43)
• 4 Designing your programme (p. 45)
• Introduction (p. 45)
• 4.1 Identifying needs (p. 46)
• 4.2 Identifying programme aims (p. 51)
• 4.3 The influence of context on design decisions (p. 54)
• 5 Planning (p. 56)
• 6 Preparation (p. 63)
• 6.1 Concrete preparation (p. 63)
• 6.1.1 Gathering materials (p. 64)
• 6.1.2 Preparing detailed session plans (p. 65)
• 6.1.3 Handouts and hand-ins (p. 77)
• 6.1.4 Room arrangements (p. 79)
• 6.1.5 Ensuring all necessary day-to-day facilities are in place and functioning (p. 80)
• 6.2 Immediate 'preparation of self' for teaching (p. 82)
• 7 Working one-to-one (p. 85)
• 7.1 Mentors and mentoring (p. 85)
• 7.2 Mentoring: the design stage (p. 90)
• 7.3 Mentoring: the planning stage (p. 90)
• 7.4 Mentoring: concrete preparation (p. 91)
• Conclusion (p. 93)
• Materials and activities used in examples in Part 2 (p. 94)
• References (p. 98)
• Further reading (p. 98)
• Part 3 Developing as a Teacher of Teachers (p. 101)
• Introduction (p. 103)
• 8 ToTs together (p. 105)
• 8.1 ToT Development groups (p. 105)
• 8.1.1 On group dynamics (p. 105)
• 8.2 Some activities for ToTs together groups (p. 110)
• 8.2.1 Sharing experiences of 'receiving training' (p. 110)
• 8.2.2 Stories (p. 111)
• Our teaching teachers stories (p. 112)
• 8.2.3 Reading groups (p. 114)
• 8.2.4 Sharing tasks, activities, games and techniques (p. 115)
• 8.2.5 Sharing handouts (p. 115)
• 8.2.6 Writing group (p. 116)
• 9 Working together to develop in-class teaching skills (p. 117)
• 9.1 Team teaching (p. 117)
• 9.2 Peer observation (p. 118)
• 9.3 Teaching skill development in ToTs together groups (p. 119)
• 9.3.1 The management of small-group work (p. 119)
• 9.3.2 Scaffolding (p. 123)
• 9.3.3 Listening (p. 127)
• Conclusion (p. 132)
• 10 Managing your development alone (p. 133)
• Conclusion: Making our engagement in our own ToT learning visible (p. 135)
• References (p. 137)
• Further reading (p. 138)
• Part 4 Assessment and Evaluation (p. 141)
• Introduction (p. 143)
• 11 Assessing teachers and their teaching (p. 144)
• Introduction (p. 144)
• 11.1 What do we mean by assessment? (p. 146)
• 11.2 Planning for assessment (p. 149)
• 11.3 Criteria development (p. 150)
• 11.4 Reasons to be cautious (p. 156)
• 11.5 The gathering of evidence - focus on observation (p. 159)
• 12 Evaluation (p. 164)
• 12.1 Formal programme evaluation (p. 165)
• 12.2 ToT self-evaluation of their own teaching (p. 167)
• 12.2.1 Formative evaluation (p. 167)
• 12.2.2 Summative evaluation (p. 168)
• References (p. 170)
• Further reading (p. 170)
• Final thoughts (p. 172)
• Index (p. 175)