Classroom Pedagogy and Primary Practice

• Main Authors: McNamara, David, Mcnamara, Professor David
• Format: eBook Book
• Language: English
• Published: London ; New York Routledge 1994; Taylor and Francis; Taylor & Francis Group
• Edition: 1
• Subjects: Classroom management; Classroom management > Great Britain; Classroom Practice; Elementary school teaching; Elementary school teaching > Great Britain; Great Britain; Pedagogy; Communicate Subject Matter; Buggy Algorithms; Bed Time Stories; Teaching Subtraction; Teach Subject Matter; Teacher’s Pedagogical Expertise; Follow; Vernacular Pedagogy; Confer; Pedagogic Content Knowledge; Formal Professional Knowledge; Knowledge Base; Formal Knowledge Base; Superb; Diagnose Learning Difficulties; Subject Matter Knowledge; Children’s Mental Capacities; Subtraction Errors; Can; Worthwhile; Held; Teacher Partiality; Teacher’s Professional Expertise; Conventional Subject Boundaries; Incremental Tasks
• ISBN: 1138411302; 9781138411302; 0415083125; 9780415083126; 0415083117; 9780415083119
• DOI: 10.4324/9780203133958

In this provocative book, David McNamara argues that a `teacher-centred' approch to teaching in the primary school, especially in the later years is actually in the best interests of the children - that the teacher must be seen to have ultimate responsibility for what and how children learn. He attempts to define the distinctive professional expertise of the primary teacher - the application of subject knowledge within the special circumstances of the classroom - and to show how this expertise can be articulated to establish a body of educational knowledge which is both derived from practice and practically useful to others. At a time when increasing emphasis is being placed on the role of the practising teacher as a mentor in intitial teacher education, this book will help teachers at all levels to define their own role in the creation of educational knowledge.