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.
Tabela de Conteúdo
Introduction: Contemporary Issues in Learning and Teaching – Margery Mc Mahon, Christine Forde and Margaret Martin
PART ONE: POLICY
Section Overview – Margery Mc Mahon
Critically Reading Educational Policy – Robert Doherty
Schools and Schooling – Margery Mc Mahon
Education and Work – Cathy Fagan
Inclusion and Pedagogy – George Head
PART TWO: LEARNING
Section Overview – Margaret Martin
Collaborative Professional Inquiry – Mike Carroll
Nurture Groups and Inclusion – Mary Wingrave
Children′s Social Relationships – Georgina Wardle
Gifted and Talented Education – Niamh Stack and Margaret Sutherland
PART THREE: PRACTICE
Section Overview – Christine Forde
Professional Identity – Fiona Patrick and Alastair Mc Phee
Professional Learning Communities – Margaret Martin
Being a Teacher Leader – Christine Forde
Interprofessional Approaches to Practice – Margaret Mc Culloch
Conclusion
Conclusion: The Future of Education – Penny Enslin
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