Thanks and acknowledgements

Introduction
Ch. 1 Contexts: when and why advisors advise
1.1 Pre-service and in-service contexts
1.2 The issues
1.3 Pre-service contexts
1.4 In-service contexts
1.5 What's in a word? The terminology of advice

Ch. 2 Learning to teach
2.1 Theory vs practice in teacher education
2.2 The knowledge involved in teaching
2.3 Theoretical perspectives on the learning of skills
2.4 Approaches to training teachers

Ch. 3 The role of dialogue in learning to teach
3.1 Kolb's Experiential Learning and the practice cycle
3.2 The lesson: observation for development
3.3 The feedback session: theory into practice or practice into theory?
3.4 Constructing new understandings: the Vygotskian perspective
3.5 The personal and the social; how they interact in practice
3.6 Theory, consciousness and language
3.7 The inner dialogue and continuing professional development
3.8 The teaching practice cycle: implementation problems

Ch. 4 Supervision and the three-stage model of helping
4.1 Styles of supervision: directive vs non-directive
4.2 Providing help: the overall frameworks
4.3 Counselling theories and the provision of advice
4.4 Different approaches to counselling
4.5 Problem-solving and Egan's eclectic model of counselling
4.6 The principles of the three-stage model and providing advice to teachers
4.7 Potential difficulties with the Egan model
4.8 The practice cycle and the three-stage model of helping

Ch. 5 Providing a framework: Six Category Intervention Analysis
5.1 Six Category Intervention Analysis
5.2 The six categories
5.3 Authoritative vs facilitative interventions
5.4 Different agendas and types of intervention
5.5 Degenerative interventions

Ch. 6 Ways of talking to teachers 1: creating the right atmosphere
6.1 Effective attending and listening
6.2 Active listening
6.3 Creating empathy
6.4 Supportive interventions

Ch. 7 Ways of talking to teachers 2: dealing with feelings
7.1 Anxiety and defensiveness
7.2 Dealing with anxiety and defensiveness
7.3 Being in touch with emotions

Ch. 8 Ways of talking to teachers 3: directing and learning
8.1 Prescriptive interventions
8.2 Informative interventions
8.3 Confronting interventions
8.4 Providing negative feedback in a non-punitive atmosphere
8.5 Providing action plans
8.6 Written feedback

Ch. 9 Ways of taking to teachers 4: towards critical self-awareness
9.1 Catalytic interventions
9.2 Critical incidents as catalytic interventions
9.3 Sequencing the interventions

Ch. 10 Putting it all together: personal and cultural factors
10.1 Introduction
10.2 Individual differences and feedback styles
10.3 Cultural influences
10.4 Different agendas in the feedback session
Tasks
Photocopiable resources
References
List of figures
Index