Learning and Teaching in Secondary Schools

Student teachers are, generally, overworked, stressed and nervous individuals. The demands of teaching practice coupled with the academic elements required by training institutions create a situation that often leaves young neophytes in the teaching profession confused and frazzled. With this in mind, any resource that can be developed with the success of the student teacher at its core will be eagerly welcomed by pre-and in-service educators alike.

Viv Ellis, in this his third incarnation of the popular text designed as a guide for student teachers, has managed to strike a balance between useful and practical information required by student teachers alongside a thoughtful examination of the teaching process and the legal and contractual frameworks within which teaching professionals now work. One of the major strengths of this text is the wealth of expertise and knowledge that Ellis calls upon through the selection of chapter authors. The contributors draw from both the practical and theoretical arms of teacher training. This eclectic mix allows for the book to cover many aspects of teacher education that seamlessly make connections between theory, practice and regulations, in particular making explicit the requirements of professional standards for QTS.

The text is organized into four distinct parts that deal with main themes which student teachers need to consider during their training; Professional attributes and learning, Professional skills, Professional knowledge (across the curriculum) and Professional knowledge (inclusion). Through these broad and encompassing sections, the contributors discuss teaching and learning alongside ‘practical’ concerns such as classroom management (the long held fear for many a young teacher!), assessment and equity in schools. One of the main strengths of the book is the linking of each chapter with the new 2007 QTS standards, allowing students to navigate the framework with ease and clarity. One other aspect I particularly liked is the use of reflective questions and tasks for the student teacher to ponder in those rare moments of calm during the practice year. Reflective thinking and viewing teachers as reflective learners has become an ever popular way for education courses to encourage new teachers to think about the role they play and what happens in the classroom. In fact reflection should be a common thread throughout a whole teaching career. Having new teachers think about the why and how of their practice is a valuable tool that generates ideas and knowledge. The use of the reflective tasks in this book, ideally as part of an education class or practice based workshop, encourages dialogue and collaboration.

The book will appeal to student teachers as it is easy to follow, makes sense, provides strategies if not answers and avoids theoretical and academic terminology and abstract ideas. This is very much a handbook to practice as opposed to an academic text dealing with pedagogical and theoretical issues. In that fact lays its strength. I would use this book in my pre-service education classes to spark debate and discussion and to guide students through the many issues they face in practice. The text is well designed to support student teachers and guide them in the developing knowledge and understanding regarding classroom practice and the ‘art’ of teaching.

My only regret; that such a text was not available in the dark and distant past as I underwent my PGCE and struggled with many of the issues that this book carefully and simply explains and assists with.