Additional Information
Book Details
Abstract
Studying for your Education Degree is PERFECT for anyone wanting to train to become a primary or secondary teacher or undertake an education studies course. After reading this fully comprehensive guide you will understand:
- the structure and culture of HE, and how education/teaching fits into it
- what to expect, and what will be expected of you, as a university student
- teaching and assessment methods within education, so that you can perform to the best of your ability in an academic environment
- how to manage your teaching/education studies in an effective way and make the most of the resources available to you.
The books in our Critical Study Skills series will help you gain the knowledge, skills and strategies you need to achieve your goals. They provide support in all areas important for university study, including institutional and disciplinary policy and practice, self-management, and research and communication. Packed with tasks and activities to help you improve your learning, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life. Uniquely, this book is written by an experienced education lecturer and an English for Academic Purposes (EAP) lecturer.
David Waugh is a former deputy headteacher who has worked in Initial Teacher Training (ITT) from 1990 at the University of Hull, where he led the PGCE course and became Head of Department. In 2008 he was appointed as a National Strategies Regional Adviser for ITT. He is currently Director of the Primary PGCE at Durham University, where he is also subject leader for English. He has published extensively in primary English, as well as developing e-learning resources for National Strategies for English, mathematics and mentoring and coaching.
Jane Bottomley is a Senior Language Tutor at the University of Manchester and a Senior Fellow of the British Association of Lecturers in English for Academic Purposes (BALEAP).She has been involved in the development of a number of content-based academic study skills courses at the University of Manchester and has published widely in this field.
Steven Pryjmachuk is Professor of Mental Health Nursing Education in the School of Health Science's Division of Nursing, Midwifery and Social Work at the University of Manchester and a Senior Fellow of the Higher Education Academy. His teaching, clinical and research work has centred largely on supporting and facilitating individuals – be they students, patients or colleagues – to develop, learn or care independently. In December 2014, Steven was elected as vice Chair (2015-16) and Chair (2017-18) of Mental Health Nurse Academics UK, an organisation representing 65 Higher Education Institutions providing education and research on mental health nursing.
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Cover | Cover 1 | ||
Half-title | i | ||
Series information | ii | ||
Title page | iii | ||
Copyright information | iv | ||
Table of contents | v | ||
Acknowledgements | vi | ||
Meet the series editor and authors | vii | ||
Introduction | viii | ||
Chapter 1 Studying education in higher education | 1 | ||
What is HE? | 2 | ||
Your education degree | 2 | ||
Qualification frameworks | 3 | ||
Courses and credits | 4 | ||
Lifelong learning and continuous professional development | 5 | ||
Being a university student | 6 | ||
Study time | 7 | ||
Virtual Learning Environments | 8 | ||
Lectures | 8 | ||
Seminars | 9 | ||
Tutorials | 10 | ||
Independent learning | 11 | ||
Summary | 12 | ||
References | 13 | ||
Chapter 2 Strategies for effective learning | 14 | ||
What is learning? | 14 | ||
Managing your learning: student autonomy | 15 | ||
Strategies for effective learning | 17 | ||
Being organised | 17 | ||
Being disciplined | 18 | ||
Being realistic | 18 | ||
Being smart | 18 | ||
Being positive | 19 | ||
Being proactive | 19 | ||
Being committed | 20 | ||
Being open-minded | 20 | ||
Being reflective and self-aware | 20 | ||
Learning styles | 21 | ||
Discussion of case studies | 23 | ||
Collaborative learning | 24 | ||
Collaboration in teaching | 26 | ||
Collaboration in action | 26 | ||
Important qualities in group work | 27 | ||
Managing conflict | 28 | ||
Discussion: managing conflict | 28 | ||
Summary | 29 | ||
References | 30 | ||
Chapter 3 Becoming a member of your academic and professional community | 31 | ||
Joining the academy | 31 | ||
Discussion of case studies | 32 | ||
Academic principles, pursuits and practices | 34 | ||
Teaching, research and knowledge | 34 | ||
Values, beliefs and academic integrity | 37 | ||
Communication | 37 | ||
Academic phrasebank | 37 | ||
The education community | 39 | ||
Historical landmarks in education | 39 | ||
Graduate attributes | 41 | ||
Discussion: applying graduate attributes | 42 | ||
Summary | 43 | ||
References | 43 | ||
Chapter 4 Critical thinking | 45 | ||
What is critical thinking? | 45 | ||
The critical thinker | 48 | ||
Critical thinking in universities | 48 | ||
Critical thinking in education | 49 | ||
Applying and developing your critical thinking skills | 50 | ||
Approaching learning resources critically | 50 | ||
Active reading | 52 | ||
Synthesis of information and ideas | 53 | ||
Scrutinising research and arguments | 56 | ||
Demonstrating criticality in your academic work | 61 | ||
Discussion versus description | 61 | ||
Stance | 61 | ||
Argument | 62 | ||
Objectivity | 62 | ||
Persuasiveness | 63 | ||
Summary | 64 | ||
References | 64 | ||
Chapter 5 Academic resources: technology and the library | 65 | ||
Understanding technology and developing good computer skills | 65 | ||
Hardware | 65 | ||
Discussion of hardware uses at university | 66 | ||
Software | 67 | ||
Office suites | 67 | ||
Word processing | 68 | ||
Spreadsheets | 71 | ||
Working smart | 71 | ||
Communication software | 72 | ||
The internet | 73 | ||
The cloud | 75 | ||
Social media | 75 | ||
Online behaviour and security | 75 | ||
Computer security | 75 | ||
Personal security | 76 | ||
The university library | 76 | ||
Knowing what’s out there | 77 | ||
Conducting a literature search | 78 | ||
Identifying key search terms | 79 | ||
Refining your search | 79 | ||
Widening your search | 79 | ||
Google and Wikipedia | 80 | ||
Summary | 81 | ||
Reference | 81 | ||
Chapter 6 Assessment | 82 | ||
Assessment in higher education | 82 | ||
Submission and marking of assessments | 83 | ||
An effective approach to assessment | 84 | ||
Inform yourself | 84 | ||
Plan and manage your time | 84 | ||
Written assessments | 85 | ||
Reports | 85 | ||
Portfolios | 85 | ||
Essays | 85 | ||
Dissertations | 86 | ||
Oral assessments | 86 | ||
Exams | 87 | ||
Practical teaching assessments | 89 | ||
Feedback on academic work | 90 | ||
Good practice in feedback | 90 | ||
Your response to feedback | 91 | ||
Summary | 93 | ||
Reference | 93 | ||
Appendix: The language of higher education | 94 | ||
Answer key | 97 | ||
Index | 103 |