Engaging, Motivating and Empowering Learners in Schools

As Head of Primary and Early Years Teacher Education at the University of Warwick, Des Hewitt places teaching and learning at the heart of his work. With over 25 years teaching experience in schools and Universities, he has been recognized for his national and international profile in Teacher Education. He was awarded a National Teaching Fellowship by the Higher Education Academy and is a Professorial Teaching Fellow at Warwick. Des has experience of promoting and evolving the model of placements for trainee primary school teachers, in England and in other countries. He has also been involved in advising UK government organisations in developing English and reading for University ITT providers. He also has also lead Universities in developing practice in special education needs and disability. He also sat on a steering group in the Department for Children, Schools and Families, evaluating the impact of training for inclusion in teacher education. Working with schools and the Teacher Education sector in Tanzania, has been a focus for Des in recent years. Collaborative projects with researchers and educators in Finland, Germany, India and Hungary have also provided the opportunity to share ideas about teacher education, partnership development and research skills, internationally. Des supports emerging researchers through the European Educational Research Association. Publications include a focus on Innovation, EAL and Effective Learning, mental health and mindfulness, matching his research interests. Recently, he has lead research evaluation of educational practice in the Arts and a agricultural sectors. He is a Director of several Multi Academy Trusts. Through these he is able to support school improvement and the development of a good education for children and professionals. Des is always committed to working in partnership with others. Brittany Wright is a Teaching Fellow at the Centre for Teacher Education at the University of Warwick. She previously worked in secondary education. Although her most recent role was as Head of English in a large secondary school, Brittany has also led on provision for higher ability learners and co ordinated widening participation programmes focused on supporting learners from disadvantaged backgrounds in pursuing further and higher education. Since moving into initial teacher education, Brittany has also worked with schools in North London, supporting professional development of teachers, as well as teaching across Primary and Secondary PGCE programmes.

Chapter 1: Introduction to engagement, motivation and empowerment Chapter 2: Staying the course Chapter 3: Intrinsic and extrinsic motivation Chapter 4: Better learning, better behaviour Chapter 5: Well-being and safeguarding pupils and teachers Chapter 6: Professional engagement Chapter 7: Motivating all learners Chapter 8: Motivating teachers Chapter 9: Active learning Chapter 10: Empowering learners Chapter 11: The future: What do we stand for in education?

This is the perfect companion for any reflective practitioner. The combination of case studies, reflection points and current research from the field results in a timely, well-balanced text that provides the reader with deeper understanding of the key concepts and the crucial role they play within the learning process. -- Alison Lesurf