Contemporary Issues in Learning and Teaching

Inbunden, Engelska, 2010

Av Margery McMahon, Christine Forde, Margaret Martin

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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.

Produktinformation

Utgivningsdatum2010-11-15
Mått170 x 242 x 18 mm
Vikt550 g
FormatInbunden
SpråkEngelska
Antal sidor232
Upplaga1
FörlagSAGE Publications
ISBN9781849201278

Tillhör följande kategorier

Introduction: Contemporary Issues in Learning and Teaching - Margery McMahon, Christine Forde and Margaret MartinPART ONE: POLICYSection Overview - Margery McMahonCritically Reading Educational Policy - Robert DohertySchools and Schooling - Margery McMahonEducation and Work - Cathy FaganInclusion and Pedagogy - George HeadPART TWO: LEARNINGSection Overview - Margaret MartinCollaborative Professional Inquiry - Mike CarrollNurture Groups and Inclusion - Mary Wingrave Children′s Social Relationships - Georgina WardleGifted and Talented Education - Niamh Stack and Margaret SutherlandPART THREE: PRACTICESection Overview - Christine FordeProfessional Identity - Fiona Patrick and Alastair McPheeProfessional Learning Communities - Margaret MartinBeing a Teacher Leader - Christine FordeInterprofessional Approaches to Practice - Margaret McCullochConclusionConclusion: The Future of Education - Penny Enslin

′It is a highly readable and accessible book which follows a rather unusual format in that it reveals a multilayered structure, moving through policy, the learning context, and finally, the professional practice of teaching. In doing so, it challenges us to ask questions of our own beliefs and values, the dominant discourses and policy frameworks in which we work, and locates these discussions in an increasingly globalised world...In summary, this book is one which I would exhort teachers, and indeed teacher educators to read. It is grounded in a strong reality of contemporary education practice, while at the same time presents the academic and intellectual challenge that is helpful, indeed necessary, for those teachers engaged in continuing professional development′ - ESCalate ′Gives a balanced, credible overview of the issues, well grounded in reality. A clear strength is that it also provides some highly pertinent and very important messages that permeate through the various sections and chapters. This book will make readers think and lead them to question their own views, professional practices and beliefs.′This book will be on our recommended reading lists, not only for our ITET courses, but also for our BA Childhood Studies students, and even for our MA/MEd students. It is a book that can be used in a variety of ways and at various levels of engagement, depending on the audience, their needs and level of experience′ - Tony Elliott, Senior Lecturer,College of Education and Lifelong Learning, Bangor University, Wales