内容

目次

PART 1; Chapter 1: Contexts: when and why advisors advise; Chapter 2:Learning to teach; Chapter 3: The role of dialogue in learning toteach; Chapter 4: Supervision and the three-stage model of helping;Chapter 5: Providing a framework: Six Category Intervention Analysis;Chapter 6: Ways of talking to teachers 1: creating the rightatmosphere; Chapter 7: Ways of talking to teachers 2: dealing withfeelings; Chapter 8: Ways of talking to teachers 3: directing andleading; Chapter 9: Ways of talking to teachers 4: towards criticalself-awareness; Chapter 10: Putting it all together: personal andcultural factors; Part 2; 1.1 An inspector calls; 1.2 Case studies inadvising; 1.3 SWOT analysis; 1.4 Problems in supervision: lessons fromthe research; 1.5 Who wants to be my critical friend?; 2.1Characteristics of successful learning; 2.2 Beliefs about teaching; 2.3Good teachers and better teachers ? multi-level teaching competencies;2.4 Hot slips: training for reflection; 2.5 Being a catalyst; 3.1Implementing the teaching practice cycle; 3.2 The roles of the advisorand the teaching cycle; 3.3 Observation scenarios; 3.4 ?Objective?observations; 3.5 Designing observation forms; 3.6 What?s important?;3.7 Scaffolding learning; 4.1 Personal constructs of feedback roles;4.2 Effective advice; 4.3 Exam cheat role play; 4.4 Role play; 4.5Crossed/uncrossed; 5.1 Facilitative or authoritative?; 5.2 What you sayis not what I hear; 5.3 What did you intend?; 5.4 Who?s in charge?; 6.1Communication through body language; 6.2 Investigating listeningbehaviour; 6.3 The pre-lesson discussion; 6.4 Giving oral feedback; 8.1Feedback role play; 8.2 Written feedback; 8.3 Formal reports; 8.4Self-assessment and target-setting; 9.1 Leading or following?; 9.2Feedback role play; 9.3 Is this your problem?;10.1 Exploring culturaldifferences; Photocopiable resources; References; List of figures; Index