Professional Studies in Primary Education

Hilary Cooper is Professor Emeritus of History and Pedagogy at the University of Cumbria. After many years teaching in London primary schools and undertaking her doctoral research on child development using data collected as a class teacher, she lectured in education at Goldsmiths’ College, London University. In 1993 she became Director of Professional Studies in the Department of Education at Lancaster University, then Reader, and later Professor of Education at St Martin’s College, now the University of Cumbria. She has published widely, in numerous languages; the underlying theme of all her books is ‘teaching creatively’. She has been a keynote speaker at, and continues to organise international conferences. Sally Elton-Chalcraft is Professor of Social Justice in Education and also the Director of the Learning Education and Development Research centre in the Institute of Education at the University of Cumbria, UK. She was a school teacher and Head of Department working with 4 to 14 year olds for eleven years before working in three Universities as a Teacher Educator over the last two decades. She is convenor of the Religions, Values and Education special interest group for the British Education Research Association. She teaches on undergraduate, graduate, masters and doctoral programmes and publishes in the areas of  Religious Education, anti racism, special educational needs and school leadership. She has been invited to give keynotes in India, Germany, Ireland and the UK. Throughout her career as a primary school teacher, teacher educator and academic she has been passionate about exploring issues of social justice and making education accessible and thought provoking leading to a fairer world.

Up to date and wide-ranging in scope.

• Part 1: INTRODUCTION TO PROFESSIONAL STUDIESChapter 1: History of Education - Susan Shaw and Ian ShirleyChapter 2: Philosophy of Education and Theories of Learning - Hilary CooperChapter 3: Planning and Assessment: Part 1 - Kim Harris and Andy HaleChapter 4: Planning and Assessment: Part 2 - Andy Hale and Kim HarrisChapter 5: Classroom Organisation and the Learning Environment - Jan Ashbridge and Jo JosephidouChapter 6: The Role of the Teacher and Other Adults - Jan Ashbridge and Jo JosephidouPart 2: INCLUSIVE DIMENSIONSChapter 7: The Early Years - Tricia Carroll and Jo JosephidouChapter 8: Inclusion and Special Educational Needs - Sue SoanChapter 9: Behaviour for Learning - Simon Ellis and Janet TodChapter 10: Personal, Social, Health and Economic Education - Richard PalmerChapter 11: Safeguarding - Nicky Batty and Jayne MetcalfeChapter 12: Growth Mindset, Dialogue and P4C - Pippa LeslieChapter 13: Language and learning in a Multilingual World - Jean ContehChapter 14: Race, Culture and Ethnicity Teaching in Post-European Times - Diane Warner and Sally Elton-ChalcraftChapter 15: Fundamental British Values - Sally Elton-Chalcraft, Lynn Revell and Vini LanderChapter 16: Learning Outside the Classroom - Heather Prince and Lisa McGregorPart 3: FROM NOVICE (TRAINEE) TO TEACHERChapter 17: ‘Learning Teaching’ in School - Pete BoydChapter 18: Reflective Practice - Andrew ReadChapter 19: Moving on to Masters Level - Carol Darbyshire, Sue Harrop and Vicky DuckworthChapter 20: Teacher Wellbeing - Jonathan Glazzard and Stephanie EvansChapter 21: Early Career Framework - Cat Scutt, Robbie Coleman and Harry MadgwickChapter 22: Digital Literacy and Primary Schools after the Pandemic - Melissa Jogie and Miles BerryChapter 23: Conclusion: Moving Forward - Sally Elton-Chalcraft and Hilary Cooper