Description
Book SynopsisResponding to a gap in the literature, this is the first book to bridge the divide between completing a professional course in education and entering into a practical career in education provision.
Drawing on a variety of contributors including academics and Newly Qualified Teachers, this edited collection draws attention to new initiatives in particular areas of education, and provides reflection points for those entering in to a variety of careers in education. Consisting of short and concise chapters, the book encourages readers to examine their own perspectives on the content, consider the relevance of the issues presented, and even respond to these questions drawing on their own emerging expertise. Creating a space for readers to contextualise the issues raised in the dynamic contexts in which individual early career educators practice in, the authors equip readers to apply the contents to their own professional pathway.
Presented thematically, and allowing for analysis of specific issues as well as overarching themes, this book is must-have reading for those who have just commenced a career in education or are just about to. Due to its boundary bridging focus, the book is of specific interest to final year students on education courses as well as those who have embarked on a career in teaching, or related fields.
Table of ContentsChapter 1. Alias the Jester - What can clowns tell us about teaching?
Sean McCusker Chapter 2. Getting creativity back into schools: How teachers can adopt a creative pedagogy;
Sophie Cole Chapter 3. Visible and invisible cultures: What teachers can learn about schools when applying for posts;
Helen Woodley Chapter 4. Praxis: Underpinning practice with theory in professional learning;
Lucy Currie Chapter 5. Tuning into the beach boys. Outcomes for boys in the Early Years;
Karen Hudson Chapter 6. Let's go on an adventure: Embracing and implementing intergenerational learning;
Kay Heslop Chapter 7. Playful science in the EYFS. Using continuous provision to support scientific learning in young children;
Deborah Herridge Chapter 8. Improving the quality of children's discussions about learning;
Kirstin Mulholland Chapter 9. On your marks, get set... TEACH!
Joanne Clifford-Swann Chapter 10. Behaviour for learning or behaviour management?
Debbie Myers Chapter 11. How can self-regulated learning support you at university and enhance your practice as a newly qualified teacher?
Sue Oates Chapter 12. Working with your Teaching Assistant;
Lucy Barker Chapter 13. Why teach outdoor learning in primary education?
Lorain Miller Chapter 14. Promoting dialogue in Technology Enhanced Learning;
David Nichol Chapter 15. Religious Education is broken so let's fix it;
Aidan Gillespie Chapter 16. Promoting cultural diversity: The importance of addressing misconceptions;
Lisa Fox Chapter 17. Making the switch: Career converting from industry to teaching;
Michael Yarde Chapter 18. The importance of identity and what I wish I knew before my PGCE;
Mina Bell Chapter 19. Understanding and responding to basic safeguarding concerns and processes in schools;
William McGovern and Ruth McGovern Chapter 20. Understanding responses in the classroom of children experiencing domestic abuse;
Lucinda Gillespie
