′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

• Introduction: Contemporary Issues in Learning and Teaching - Margery McMahon, Christine Forde and Margaret MartinPART ONE: POLICYSection Overview - Margery McMahonCritically Reading Educational Policy - Robert DohertySchools and Schooling - Margery McMahonEducation and Work - Cathy FaganInclusion and Pedagogy - George HeadPART TWO: LEARNINGSection Overview - Margaret MartinCollaborative Professional Inquiry - Mike CarrollNurture Groups and Inclusion - Mary Wingrave Children′s Social Relationships - Georgina WardleGifted and Talented Education - Niamh Stack and Margaret SutherlandPART THREE: PRACTICESection Overview - Christine FordeProfessional Identity - Fiona Patrick and Alastair McPheeProfessional Learning Communities - Margaret MartinBeing a Teacher Leader - Christine FordeInterprofessional Approaches to Practice - Margaret McCullochConclusionConclusion: 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

• Introduction: Contemporary Issues in Learning and Teaching - Margery McMahon, Christine Forde and Margaret MartinPART ONE: POLICYSection Overview - Margery McMahonCritically Reading Educational Policy - Robert DohertySchools and Schooling - Margery McMahonEducation and Work - Cathy FaganInclusion and Pedagogy - George HeadPART TWO: LEARNINGSection Overview - Margaret MartinCollaborative Professional Inquiry - Mike CarrollNurture Groups and Inclusion - Mary Wingrave Children′s Social Relationships - Georgina WardleGifted and Talented Education - Niamh Stack and Margaret SutherlandPART THREE: PRACTICESection Overview - Christine FordeProfessional Identity - Fiona Patrick and Alastair McPheeProfessional Learning Communities - Margaret MartinBeing a Teacher Leader - Christine FordeInterprofessional Approaches to Practice - Margaret McCullochConclusionConclusion: The Future of Education - Penny Enslin