Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010254304 | LB1025.3 C664 2011 | Open Access Book | Book | Searching... |
Searching... | 30000010258315 | LB1025.3 C664 2011 | Open Access Book | Book | Searching... |
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Summary
Summary
Contemporary Issues in Learning and Teaching looks at current issues across the three key areas of policy, learning and practice. It will help you to think critically on your Education course, and to make connections between the processes of learning and the practicalities of teaching. The book addresses key issues in primary, secondary and special education, and includes examples from all four countries of the UK.
The contributors reflect on current thinking and policy surrounding learning and teaching, and what it means to be a teacher today. Looking at the practice of teaching in a wider context allows you to explore some of the issues you will face, and the evolving expectations of your role in a policy-led environment. The book focuses on core areas of debate including:
- education across different contexts and settings
- teaching in an inclusive environment
- Continuing Professional Development (CPD) for practitioners
Each chapter follows the same accessible format. They contain case studies and vignettes providing examples and scenarios for discussion; introduction and summary boxes listing key issues and concepts explored in the chapter; key questions for discussion reflection; and further reading.
This essential text will be ideal for undergraduate and postgraduate courses, including BEd/BA degrees, initial teacher-training courses, and Masters in Education programmes.
All editors and contributors are based in the Faculty of Education at Glasgow University, UK.
Summary
Contemporary Issues in Learning and Teaching looks at current issues across the three key areas of policy, learning and practice. It will help you to think critically on your Education course, and to make connections between the processes of learning and the practicalities of teaching. The book addresses key issues in primary, secondary and special education, and includes examples from all four countries of the UK.
The contributors reflect on current thinking and policy surrounding learning and teaching, and what it means to be a teacher today. Looking at the practice of teaching in a wider context allows you to explore some of the issues you will face, and the evolving expectations of your role in a policy-led environment. The book focuses on core areas of debate including:
- education across different contexts and settings
- teaching in an inclusive environment
- Continuing Professional Development (CPD) for practitioners
Each chapter follows the same accessible format. They contain case studies and vignettes providing examples and scenarios for discussion; introduction and summary boxes listing key issues and concepts explored in the chapter; key questions for discussion reflection; and further reading.
This essential text will be ideal for undergraduate and postgraduate courses, including BEd/BA degrees, initial teacher-training courses, and Masters in Education programmes.
All editors and contributors are based in the Faculty of Education at Glasgow University, UK.
Table of Contents
| Introduction: Contemporary Issues in Learning and TeachingMargery McMahon and Christine Forde and Margaret Martin | |
| Part 1 Policy | |
| Section OverviewMargery McMahon | |
| Critically Reading Educational PolicyRobert Doherty | |
| Schools and SchoolingMargery McMahon | |
| Education and WorkCathy Fagan | |
| Inclusion and PedagogyGeorge Head | |
| Part 2 Learning | |
| Section OverviewMargaret Martin | |
| Collaborative Professional InquiryMike Carroll | |
| Nurture Groups and InclusionMary Wingrave | |
| Children's Social RelationshipsGeorgina Wardle | |
| Gifted and Talented EducationNiamh Stack and Margaret Sutherland | |
| Part 3 Practice | |
| Section OverviewChristine Forde | |
| Professional IdentityFiona Patrick and Alastair McPhee | |
| Professional Learning CommunitiesMargaret Martin | |
| Being a Teacher LeaderChristine Forde | |
| Interprofessional Approaches to PracticeMargaret McCulloch | |
| Conclusion | |
| Conclusion: The Future of EducationPenny Enslin | |
| Perface | p. vii |
| Acknowlegements | p. viii |
| About the Editors and Contributors | p. ix |
| Abbreviations | p. xiv |
| 1 Introduction-Contemporary Issues in Learning and Teaching | p. 1 |
| Section 1 Policy | p. 11 |
| Section Overview | p. 13 |
| 2 Critically Reading Education Policy | p. 16 |
| 3 Schools and Schooling | p. 29 |
| 4 Education and Work | p. 49 |
| 5 Inclusion and Pedagogy | p. 60 |
| Section 2 Learning | p. 73 |
| Section Overview | p. 75 |
| 6 Collaborative Professional Enquiry | p. 78 |
| 7 Nurture Groups and Inclusion | p. 90 |
| 8 Children's Social Relationships | p. 102 |
| 9 Gifted and Talented Education | p. 112 |
| Section 3 Practice | p. 125 |
| Section Overview | p. 127 |
| 10 Professional Identity | p. 130 |
| 11 Professional Learning Communities | p. 142 |
| 12 Being a Teacher Leader | p. 153 |
| 13 Interprofessional Approaches to Practice | p. 165 |
| 14 Conclusion-The Future of Education | p. 179 |
| Glossary | p. 189 |
| Bibliography | p. 194 |
| Index | p. 210 |
