Risk taking in the classroom - Moving teachers forward from pedestrian to innovative practice.

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This collection offers an evidence-based approach to mentoring and supporting design and technology teachers and educators in the secondary school and provides tried and tested strategies to support this role. Contributors offer tasks and reflections to inspire and motivate mentors to get the best out of beginning teachers in the early stages of their career. Key topics explored include:

• Helping new D&T teachers appreciate the fundamental nature of design and technology and how this informs both why it is taught and how it is taught.

• Understanding yourself as a mentor - beliefs, values and attitudes, and how your experiences influence your approaches to teaching.

• Observing design and technology teachers’ lessons and offering tools for observation and analysis.

• Risk taking in the classroom: moving teachers forward from pedestrian to innovative practice.

Filled with practical guidance on lesson planning, risk taking, and learning conversation, Mentoring Design and Technology Teachers in the Secondary School offers advice and guidance to support mentors in developing inspirational D&T teachers of the future. This essential guide is perfect for mentors of beginning teachers, whether trainee, newly qualified, or those who find themselves teaching the subject for the first time.

Original languageEnglish
Title of host publicationMentoring Design and Technology Teachers in the Secondary School: A Practical Guide
PublisherRouteledge
Chapter12
Pages142-153
Number of pages12
Edition1st
ISBN (Print)9781138541108
DOIs
Publication statusPublished - 12 Aug 2019

Publication series

NameMentoring Design and Technology Teachers in the Secondary School

Fingerprint

pedestrian
classroom
teacher
mentoring
Teaching
trainee
secondary school
conversation
career
educator
planning
learning
evidence
Values
experience

Keywords

  • Mentoring
  • Design and Technology
  • Secondary Education
  • Newly Qualified Teachers
  • Trainnee Teachers

Cite this

IRVING-BELL, DAWNE. (2019). Risk taking in the classroom - Moving teachers forward from pedestrian to innovative practice. In Mentoring Design and Technology Teachers in the Secondary School: A Practical Guide (1st ed., pp. 142-153). (Mentoring Design and Technology Teachers in the Secondary School). Routeledge. https://doi.org/10.4324/9781351011976-12
IRVING-BELL, DAWNE. / Risk taking in the classroom - Moving teachers forward from pedestrian to innovative practice. Mentoring Design and Technology Teachers in the Secondary School: A Practical Guide. 1st. ed. Routeledge, 2019. pp. 142-153 (Mentoring Design and Technology Teachers in the Secondary School).
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IRVING-BELL, DAWNE 2019, Risk taking in the classroom - Moving teachers forward from pedestrian to innovative practice. in Mentoring Design and Technology Teachers in the Secondary School: A Practical Guide. 1st edn, Mentoring Design and Technology Teachers in the Secondary School, Routeledge, pp. 142-153. https://doi.org/10.4324/9781351011976-12

Risk taking in the classroom - Moving teachers forward from pedestrian to innovative practice. / IRVING-BELL, DAWNE.

Mentoring Design and Technology Teachers in the Secondary School: A Practical Guide. 1st. ed. Routeledge, 2019. p. 142-153 (Mentoring Design and Technology Teachers in the Secondary School).

Research output: Chapter in Book/Report/Conference proceedingChapter

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IRVING-BELL DAWNE. Risk taking in the classroom - Moving teachers forward from pedestrian to innovative practice. In Mentoring Design and Technology Teachers in the Secondary School: A Practical Guide. 1st ed. Routeledge. 2019. p. 142-153. (Mentoring Design and Technology Teachers in the Secondary School). https://doi.org/10.4324/9781351011976-12