The context for primary education in the twenty-first century - Mike Carroll and Margaret McCullochChildhood and diversity - Julie McAdam and Evelyn ArizpeEarly years education - Mary WingraveModels of teaching and learning - Mike CarrollPlanning for learning and teaching in the primary classroom - Maureen Farrell and A. Graeme Pate Social and emotional contexts for learning - Margaret McCullochIdentity, relationships and behaviour - George HeadDeveloping a capacity for learning - Vivienne BaumfieldCollaborative learning - Mike CarrollInterdisciplinary learning - Mike Carroll and Fiona McGregorCreating challenge in the classroom - Margaret Sutherland and Niamh StackAssessment for learning - Louise Hayward and Ernest SpencerEducation for global citizenship and sustainable development - Alan BrittonSpiritual development - Leonardo Franchi and Leon RobinsonTeaching for creativity and creative teaching - Moyra Boland, Margaret Jago and Jan MacDonaldDigital learning - Stephen Boyle and David McKinstryTransitions - George MacBride and Margaret McCullochWorking with other adults - Mike CarrollWorking together: improvement through practitioner enquiry - Beth Dickson and Irene McQueenLeadership for learning: the evolving role of the primary teacher - Christine Forde and Margery McMahon
Mike Carroll is the PGDE (Primary and Secondary) Programme Leader as well as being the Director of the MEd Professional Learning and Enquiry programme in the School of Education, University of Glasgow. Mike contributes to a range of Initial Teacher Education programmes. He has also been involved in programmes for serving teachers, with a particular interest in the development of leadership at all levels in the school; this work has including contributions to courses for teacher leaders, middle leaders as well as the Scottish Qualification for Headship. Mike has published a number of articles on his research interest including the development of collaborative enquiry, professional learning communities, accomplished teaching and science education; he contributed to Literature Review on Teacher Education in the 21st Century in support of the Donaldson Review of Teacher Education. Mike is a Fellow of the Higher Education Academy and the College of Teachers. Margaret McCulloch is a University Teacher within 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 has extensive experience of working collaboratively with parents, teachers and colleagues from other professions. She is a year co-ordinator on the BEd programme and teaches on the Masters in Inclusive Education programme; she is also the School of Education's disability co-ordinator. 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).
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 '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 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 '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