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      Classroom Pedagogy and Primary Practice
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      Book

      Classroom Pedagogy and Primary Practice

      DOI link for Classroom Pedagogy and Primary Practice

      Classroom Pedagogy and Primary Practice book

      Classroom Pedagogy and Primary Practice

      DOI link for Classroom Pedagogy and Primary Practice

      Classroom Pedagogy and Primary Practice book

      ByDavid McNamara, Professor David Mcnamara
      Edition 1st Edition
      First Published 1993
      eBook Published 25 November 1993
      Pub. Location London
      Imprint Routledge
      DOI https://doi.org/10.4324/9780203133958
      Pages 176
      eBook ISBN 9780203133958
      Subjects Education
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      McNamara, D., & Mcnamara, P.D. (1993). Classroom Pedagogy and Primary Practice (1st ed.). Routledge. https://doi.org/10.4324/9780203133958

      ABSTRACT

      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.

      TABLE OF CONTENTS

      chapter |7 pages

      Introduction

      chapter 1|16 pages

      On teaching

      chapter 2|14 pages

      On learning

      chapter 3|8 pages

      The teacher’s responsibility for learning

      chapter 4|17 pages

      Relating teaching to children’s aptitudes

      chapter 5|17 pages

      Organising teaching to promote learning

      chapter 6|19 pages

      Organising subject matter for learning

      chapter 7|10 pages

      Pedagogy in practice: the case of subtraction

      chapter 8|20 pages

      Teachers’ pedagogic expertise

      chapter 9|17 pages

      The professional authority of the teacher

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