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Contemporary Issues in Learning and Teaching

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B01=Christine Forde
B01=Margaret Martin
B01=Margery McMahon
Category1=Non-Fiction
Category=JNT
children?s learning
classroom issues
COP=United Kingdom
curriculum
Delivery_Delivery within 10-20 working days
education studies
educational policy
eq_bestseller
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Language_English
PA=Available
pedagogy
Price_€100 and above
PS=Active
softlaunch
teacher professionals
teaching issues

Product details

  • ISBN 9781849201278
  • Weight: 550g
  • Dimensions: 170 x 242mm
  • Publication Date: 15 Nov 2010
  • Publisher: SAGE Publications Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
  • Language: English
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Description
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.