Contemporary Issues in Learning and Teaching

Introduction: Contemporary Issues in Learning and Teaching - Margery McMahon, Christine Forde and Margaret Martin PART ONE: POLICY Section Overview - Margery McMahon Critically Reading Educational Policy - Robert Doherty Schools and Schooling - Margery McMahon Education and Work - Cathy Fagan Inclusion and Pedagogy - George Head PART TWO: LEARNING Section Overview - Margaret Martin Collaborative Professional Inquiry - Mike Carroll Nurture Groups and Inclusion - Mary Wingrave Children's Social Relationships - Georgina Wardle Gifted and Talented Education - Niamh Stack and Margaret Sutherland PART THREE: PRACTICE Section Overview - Christine Forde Professional Identity - Fiona Patrick and Alastair McPhee Professional Learning Communities - Margaret Martin Being a Teacher Leader - Christine Forde Interprofessional Approaches to Practice - Margaret McCulloch Conclusion Conclusion: The Future of Education - Penny Enslin

'It is a highly readable and accessible book which follows a rather unusual format in that it reveals a multilayered structure, moving through policy, the learning context, and finally, the professional practice of teaching. In doing so, it challenges us to ask questions of our own beliefs and values, the dominant discourses and policy frameworks in which we work, and locates these discussions in an increasingly globalised world...In summary, this book is one which I would exhort teachers, and indeed teacher educators to read. It is grounded in a strong reality of contemporary education practice, while at the same time presents the academic and intellectual challenge that is helpful, indeed necessary, for those teachers engaged in continuing professional development' - ESCalate 'Gives a balanced, credible overview of the issues, well grounded in reality. A clear strength is that it also provides some highly pertinent and very important messages that permeate through the various sections and chapters. This book will make readers think and lead them to question their own views, professional practices and beliefs. 'This book will be on our recommended reading lists, not only for our ITET courses, but also for our BA Childhood Studies students, and even for our MA/MEd students. It is a book that can be used in a variety of ways and at various levels of engagement, depending on the audience, their needs and level of experience' - Tony Elliott, Senior Lecturer,College of Education and Lifelong Learning, Bangor University, Wales