Elizabeth Rushton – författare

“[E]ssential reading for anyone learning to be a teacher… This book will continue to be a core text on our ITE programmes.”Rachele Newman. Director of Initial Teacher Education, University of Southampton, UK“A comprehensive ‘must have’ for every new teacher entering the profession: a wide variety of short chapters, packed full of key, research-evidenced ideas, brilliantly articulated by a team of expert authors… Fantastic!”Mark Winterbottom, Professor of Education, University of Cambridge, UK“The beauty of the book is that the authors do not attempt to simplify teaching, instead they celebrate and explore the complexities of being a teacher.”Stefanie Sullivan, Deputy Head of School, Director of Initial Teacher Education, University of Nottingham, UKThis timely new edition remains the ultimate guide for students in the core areas of teaching policy, assessment and curriculum planning, while also covering the relevant issues facing educators and students today. Grounded in contemporary research and empirical evidence, Becoming a Teacher provides a critical yet accessible exploration of the complexities involved in starting a career in secondary education.New chapters include topics such as wellbeing and mental health, social justice, decolonising the curricula and how to develop teacher identity when starting a career. Themes such as digital pedagogy now run through the core of the book, reflecting the future of our education system. The book:-Supports students with a blend of theory and practical solutions -Integrates a wide range of issues, contexts and perspectives-Guides and encourages readers to reflect on their own learning and teaching-Covers practical classroom implementations, theoretical and empirical research, social and cultural dimensions and much moreBenefitting from the expertise of top academics in the education field while leaving room for the reader to engage with their own critical reflection, this book is essential for PGCE and Education students to gain a thorough understanding of the many facets of education as well as their own role as a teacher.Simon Gibbons is Senior Lecturer in English Education and Director of Teacher Education at King’s College London, UK. He is a former chair of the National Association for the Teaching of English.  Richard Brock is a Lecturer in Science Education at King’s College London, UK. He taught secondary physics for many years in greater London and has also taught English in Japan and worked in special education.Melissa Glackin is Senior Lecturer in Science Education and the Director of the MA in STEM Education at King’s College London, UK.Elizabeth Rushton is Head of Department of Curriculum, Pedagogy and Assessment at the Institute of Education, University College London, UK. She previously led the Geography PGCE at King’s College London after having worked as a geography teacher and as Director of Evaluation for an education charity.Emma Towers is a Teaching Fellow in Education Policy at King’s College London, UK. Before moving into higher education, she worked as a primary school teacher in London schools. 

“[E]ssential reading for anyone learning to be a teacher… This book will continue to be a core text on our ITE programmes.”Rachele Newman. Director of Initial Teacher Education, University of Southampton, UK“A comprehensive ‘must have’ for every new teacher entering the profession: a wide variety of short chapters, packed full of key, research-evidenced ideas, brilliantly articulated by a team of expert authors… Fantastic!”Mark Winterbottom, Professor of Education, University of Cambridge, UK“The beauty of the book is that the authors do not attempt to simplify teaching, instead they celebrate and explore the complexities of being a teacher.”Stefanie Sullivan, Deputy Head of School, Director of Initial Teacher Education, University of Nottingham, UKThis timely new edition remains the ultimate guide for students in the core areas of teaching policy, assessment and curriculum planning, while also covering the relevant issues facing educators and students today. Grounded in contemporary research and empirical evidence, Becoming a Teacher provides a critical yet accessible exploration of the complexities involved in starting a career in secondary education.New chapters include topics such as wellbeing and mental health, social justice, decolonising the curricula and how to develop teacher identity when starting a career. Themes such as digital pedagogy now run through the core of the book, reflecting the future of our education system. The book:-Supports students with a blend of theory and practical solutions -Integrates a wide range of issues, contexts and perspectives-Guides and encourages readers to reflect on their own learning and teaching-Covers practical classroom implementations, theoretical and empirical research, social and cultural dimensions and much moreBenefitting from the expertise of top academics in the education field while leaving room for the reader to engage with their own critical reflection, this book is essential for PGCE and Education students to gain a thorough understanding of the many facets of education as well as their own role as a teacher.Simon Gibbons is Senior Lecturer in English Education and Director of Teacher Education at King’s College London, UK. He is a former chair of the National Association for the Teaching of English.  Richard Brock is a Lecturer in Science Education at King’s College London, UK. He taught secondary physics for many years in greater London and has also taught English in Japan and worked in special education.Melissa Glackin is Senior Lecturer in Science Education and the Director of the MA in STEM Education at King’s College London, UK.Elizabeth Rushton is Head of Department of Curriculum, Pedagogy and Assessment at the Institute of Education, University College London, UK. She previously led the Geography PGCE at King’s College London after having worked as a geography teacher and as Director of Evaluation for an education charity.Emma Towers is a Teaching Fellow in Education Policy at King’s College London, UK. Before moving into higher education, she worked as a primary school teacher in London schools. 

Drawing extensively on contemporary research and empirical evidence, including that from the UK, Europe, Australia and Brazil, this book sets out the key ideas, concepts and approaches for education for environmental sustainability in the context of teacher education. Conceptual ideas explored in the book include sustainability, nature and justice as well as empirically grounded approaches for teacher educators including participation, co-creation and outdoor education. This book provides a research-informed guide to enable teacher educators to further explore, reflect and implement education for environmental sustainability in their teaching and research so that teacher education is rooted in the endeavour to live justly on a finite planet.

Drawing extensively on contemporary research and empirical evidence, including that from the UK, Europe, Australia and Brazil, this book sets out the key ideas, concepts and approaches for education for environmental sustainability in the context of teacher education. Conceptual ideas explored in the book include sustainability, nature and justice as well as empirically grounded approaches for teacher educators including participation, co-creation and outdoor education. This book provides a research-informed guide to enable teacher educators to further explore, reflect and implement education for environmental sustainability in their teaching and research so that teacher education is rooted in the endeavour to live justly on a finite planet.

Drawing extensively on contemporary research and empirical evidence, including that from the UK, Europe, Australia and Brazil, this book sets out the key ideas, concepts and approaches for education for environmental sustainability in the context of teacher education. Conceptual ideas explored in the book include sustainability, nature and justice as well as empirically grounded approaches for teacher educators including participation, co-creation and outdoor education. This book provides a research-informed guide to enable teacher educators to further explore, reflect and implement education for environmental sustainability in their teaching and research so that teacher education is rooted in the endeavour to live justly on a finite planet.

This collection supports teachers and other educators to put key ideas about education to work in an accessible way, equipping them to realize the promise of their professional lives. Bridging school, further and higher education contexts, it draws on the distinctive contributions to research and scholarship that have been developed in Scottish education in recent times. Structured in three parts, it focuses first on key ideas and debates in education around posthumanism, education policy, professional standards, decoloniality; antiracism and children’s rights and agency. It then moves to themes specifically related to teachers, including identity, agency, educational leadership, professional learning and more-than-human teachers. The book’s final section deals with approaches to teaching such as curriculum making, creativity, play, outdoor and inquiry-based learning, transitions, and inclusion. Each chapter closes with with reflective questions co-created with practitioners, enabling readers to respond to the challenges, opportunities and recurrent themes that teaching presents.

This collection supports teachers and other educators to put key ideas about education to work in an accessible way, equipping them to realize the promise of their professional lives. Bridging school, further and higher education contexts, it draws on the distinctive contributions to research and scholarship that have been developed in Scottish education in recent times. Structured in three parts, it focuses first on key ideas and debates in education around posthumanism, education policy, professional standards, decoloniality; antiracism and children’s rights and agency. It then moves to themes specifically related to teachers, including identity, agency, educational leadership, professional learning and more-than-human teachers. The book’s final section deals with approaches to teaching such as curriculum making, creativity, play, outdoor and inquiry-based learning, transitions, and inclusion. Each chapter closes with with reflective questions co-created with practitioners, enabling readers to respond to the challenges, opportunities and recurrent themes that teaching presents.

The BERA Guide to Environmental and Sustainability Education aims to engage and inspire educators and education researchers to (re)engage with environmental and sustainability education and reflect on the intersections between their own areas of expertise and practice. This BERA Guide has been developed through the collaboration of eleven authors, working together to bring varied experiences, ideas and approaches to explore a diverse and vibrant field of environmental and sustainability education and research. Each chapter offers insight into a broad range of theories and methodological approaches which pay particular attention to themes of justice and futures in environmental and sustainability education research and practice.These chapters draw on research from across a range of geographical and educational contexts and through reflective questions, provide opportunities for readers to consider these ideas individually and/or collaboratively, as part of varied communities of practice. In these ways, The BERA Guide to Environmental and Sustainability Education aims to support and foster the development of environmental and sustainability education which is orientated towards action, to achieve a just future for all.Published in partnership between the British Educational Research Association (BERA) and Emerald Publishing, The BERA Guides are short, research-informed yet accessible introductions to key, interdisciplinary topics impacting education research and practice for a broad academic audience.

The BERA Guide to Environmental and Sustainability Education aims to engage and inspire educators and education researchers to (re)engage with environmental and sustainability education and reflect on the intersections between their own areas of expertise and practice. This BERA Guide has been developed through the collaboration of eleven authors, working together to bring varied experiences, ideas and approaches to explore a diverse and vibrant field of environmental and sustainability education and research. Each chapter offers insight into a broad range of theories and methodological approaches which pay particular attention to themes of justice and futures in environmental and sustainability education research and practice.These chapters draw on research from across a range of geographical and educational contexts and through reflective questions, provide opportunities for readers to consider these ideas individually and/or collaboratively, as part of varied communities of practice. In these ways, The BERA Guide to Environmental and Sustainability Education aims to support and foster the development of environmental and sustainability education which is orientated towards action, to achieve a just future for all.Published in partnership between the British Educational Research Association (BERA) and Emerald Publishing, The BERA Guides are short, research-informed yet accessible introductions to key, interdisciplinary topics impacting education research and practice for a broad academic audience.