Understanding Teaching and Learning in Primary Education / Edition 2

by Mike Carroll, Margaret McCulloch

Overview

This textbook gives you guidance and insights into the knowledge, values and commitments necessary to succeed in the primary classroom, supported by links to theory and research literature and realistic scenarios you may encounter as a new teacher.

Fully updated throughout, key features of this second edition include:

· A new chapter on inclusive education

· Newly expanded coverage of digital learning, engaging with educational research and the role of the primary teacher

· New ‘View from Practice’ examples

· Cross-referenced links to the Teachers’ Standards in England and the GTCS Professional Standards in Scotland and where they are covered within the book

This is essential reading for professional studies modules on primary initial teacher education courses, including university-based (PGCE, PGDE, BA QTS, BEd), school-based (SCITT, School Direct) and employment-based routes into teaching.

Product Details

ISBN-13:	9781526421180
Publisher:	SAGE Publications
Publication date:	09/27/2018
Edition description:	Second Edition
Pages:	432
Product dimensions:	7.32(w) x 9.13(h) x (d)

About the Author

Dr Mike Carroll is a retired Senior Lecturer in Education at the University of Glasgow. Mike was formerly the Director of the MEd Professional Learning and Enquiry. Mike contributed to a range of masters-level programmes for serving teachers, with a particular interest in the development of leadership at all levels in the school. As a retired member of staff Mike continues to contribute as an Associate Tutor involved in supporting students on school placements as well as working as an Education Consultant contributing to Teacher Induction Programmes. Mike co-edited the successful Understanding Teaching and Learning in Primary Education text published by SAGE.

Margaret Mc Culloch is a lecturer in the School of Education, University of Glasgow. She worked for many years as a primary teacher, specialising in Support for Learning, before becoming an Inclusion Development Officer, and she has extensive experience of working collaboratively with parents, teachers and colleagues from other professions. She teaches educational studies, with a particular focus on inclusive education and related issues, on a number of undergraduate programmes. She also works with international students and practising teachers from Scotland on the Masters programme in Inclusive Education: Policy, Practice and Research. Her research interests include professional identity in teacher education, inclusive education and dyslexia. She has written on inter-professional approaches to practice (Forde et al., 2011); she contributed to the Literature Review on Teacher Education in the 21st Century (Scottish Government, 2010) and to the Assessment at Transition report (Scottish Government, 2012).

Table of Contents

The context for primary education in the twenty-first century - Mike Carroll and Margaret Mc Culloch
Childhood and diversity - Julie Mc Adam and Evelyn Arizpe
Early years education - Mary Wingrave
Models of teaching and learning - Mike Carroll
Planning for learning and teaching in the primary classroom - Maureen Farrell and A. Graeme Pate
Social and emotional contexts for learning - Margaret Mc Culloch
Identity, relationships and behaviour - George Head
Developing a capacity for learning - Vivienne Baumfield
Collaborative learning - Mike Carroll
Interdisciplinary learning - Mike Carroll and Fiona Mc Gregor
Creating challenge in the classroom - Margaret Sutherland and Niamh Stack
Assessment for learning - Louise Hayward and Ernest Spencer
Education for global citizenship and sustainable development - Alan Britton
Spiritual development - Leonardo Franchi and Leon Robinson
Teaching for creativity and creative teaching - Moyra Boland, Margaret Jago and Jan Mac Donald
Digital learning - Stephen Boyle and David Mc Kinstry
Transitions - George Mac Bride and Margaret Mc Culloch
Working with other adults - Mike Carroll
Working together: improvement through practitioner enquiry - Beth Dickson and Irene Mc Queen
Leadership for learning: the evolving role of the primary teacher - Christine Forde and Margery Mc Mahon

Editorial Reviews

'Understanding Teaching and Learning in Primary Education covers all the key issues for beginning or developing teachers. The writing style is clear and accessible with ‘Thinking points’ providing opportunities for reflection. The inclusion of links to relevant theory allow the reader to explore areas of interest in greater depth.'

Richard Holme

This book will make a significant contribution to teacher education in Scotland. I offer the following response:

The authors are to be applauded for addressing important professional issues for beginning teachers.

The emphasis on an inclusive perspective is appropriate for this readership.

Setting the teacher education experience alongside a developing value base within wider national and global contexts is also well justified.

The writing is accessible but well -theorised and appropriately referenced.

Book chapters focus on contemporary issues of interest in Teacher Education.

Chapter 4 T&L

Very useful overview of theoretical models of teaching and learning with good exemplification from practice. Closely aligned with needs of student teachers.

Chapter 5 Lesson Planning

Good analysis of elements of lesson planning. Excellent links with reflective practice. Framework for reflective practice before, during after teaching helpful.

Chapter 10 IDL

Draws productively on Fogarty and QCDA modls to provide analytical frameworks to approach the teaching of IDL. Does not provide very clear links to children’s learning.

Chapter 12 Aif Lr

Updates previously published work on Aif L. Adds new understanding about Aif L for teacher educators. Concepts of curricular progression, independent learning, feedback are fully explored in relation to these new understandings

Chapter 19

Provides a succinct summary of the debate surrounding Practitioner Enquiry, a ‘hot topic’ in current Teacher Education practices.

Lesley Reid

Overall, it is this reader’s perception that the book deserves a place not only on the primary student teacher’s bookshelves, but also in faculty libraries that support initial teacher education... The writing style makes the text eminently readable while giving student teachers a grounding in important micro and macro factors that influence primary teacher education. Importantly, this book provides a range of literature to support practical classrooms strategies and requirements, while providing student teachers with opportunities to develop their own perspectives on various topics relating to initial teacher education.

Jenny Horsley

This is the second edition of a practical and comprehensive book that is valuable reading for all aspiring teachers, whatever route their training takes (school, university or employment based). Based on practical experience, this textbook gives teachers of the future guidance and insights into the knowledge, values and commitments necessary to succeed in the primary classroom; insights that it can otherwise take much practical experience to accumulate.... An insightful and comprehensive book, ideal for on-going reference.

Parents in Touch - Sarah Brew

'This book reveals the rich and dynamic world of primary pedagogy, offering existing and future teachers insight and guidance to support their practice. It successfully integrates evidence from large scale research with classroom vignettes and offers a fresh perspective on critical issues. It will help teachers develop as autonomous, creative and informed professionals, ensuring their successful contribution to primary education.'

Rachel Lofthouse

'The authors are to be applauded for addressing important professional issues for beginning teachers. Setting the teacher education experience alongside a developing value base within wider national and global contexts, book chapters focus on contemporary issues of interest in Teacher Education and the writing is accessible but well -theorised and appropriately referenced.'

Dr Lesley Reid