Understanding Teaching and Learning in Primary Education
1st Edition
Published on 20. March 2014
Book
Paperback/Softback
352 pages
978-1-4462-7062-2 (ISBN)
Description
This textbook supports your initial teacher education by providing guidance and insight into the professional knowledge and understanding, skills and abilities, and values and commitments necessary in order to succeed in the primary classroom.
Coverage includes:
View from practice boxes in every chapter exploring real-life examples of intelligent and engaging teaching in schools
Thinking points and reflective questions challenging you to engage critically with what you have read and apply it to your own teaching
Links to further reading connecting you to specialised literature on every chapter topic
Clear discussion of education policy differences across the UK.
Mike Carroll is the PGDE (Primary and Secondary) Programme Leader and Director of the MEd Professional Learning and Enquiry programme in the School of Education, University of Glasgow. Margaret McCulloch is a University Teacher within the School of Education, University of Glasgow.
Coverage includes:
View from practice boxes in every chapter exploring real-life examples of intelligent and engaging teaching in schools
Thinking points and reflective questions challenging you to engage critically with what you have read and apply it to your own teaching
Links to further reading connecting you to specialised literature on every chapter topic
Clear discussion of education policy differences across the UK.
Mike Carroll is the PGDE (Primary and Secondary) Programme Leader and Director of the MEd Professional Learning and Enquiry programme in the School of Education, University of Glasgow. Margaret McCulloch is a University Teacher within the School of Education, University of Glasgow.
Reviews / Votes
'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 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 AifLr
Updates previously published work on AifL. Adds new understanding about AifL 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 '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 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
More details
Language
English
Place of publication
London
United Kingdom
Target group
College/higher education
Dimensions
Height: 232 mm
Width: 186 mm
Weight
644 gr
ISBN-13
978-1-4462-7062-2 (9781446270622)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Mike Carroll | Margaret McCulloch
Understanding Teaching and Learning in Primary Education
Book
09/2018
2nd Edition
SAGE Publications Ltd
€67.90
Shipment within 15-20 days
Persons
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 McCulloch 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).
Margaret McCulloch 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).
Content
The context for primary education in the twenty-first century - Mike Carroll and Margaret McCulloch
Childhood and diversity - Julie McAdam 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 McCulloch
Identity, relationships and behaviour - George Head
Developing a capacity for learning - Vivienne Baumfield
Collaborative learning - Mike Carroll
Interdisciplinary learning - Mike Carroll and Fiona McGregor
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 MacDonald
Digital learning - Stephen Boyle and David McKinstry
Transitions - George MacBride and Margaret McCulloch
Working with other adults - Mike Carroll
Working together: improvement through practitioner enquiry - Beth Dickson and Irene McQueen
Leadership for learning: the evolving role of the primary teacher - Christine Forde and Margery McMahon
Childhood and diversity - Julie McAdam 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 McCulloch
Identity, relationships and behaviour - George Head
Developing a capacity for learning - Vivienne Baumfield
Collaborative learning - Mike Carroll
Interdisciplinary learning - Mike Carroll and Fiona McGregor
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 MacDonald
Digital learning - Stephen Boyle and David McKinstry
Transitions - George MacBride and Margaret McCulloch
Working with other adults - Mike Carroll
Working together: improvement through practitioner enquiry - Beth Dickson and Irene McQueen
Leadership for learning: the evolving role of the primary teacher - Christine Forde and Margery McMahon