Margery McMahon – författare

This book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors analyse educational systems from around the world and question how different cultural contexts and systems can implement measures to improve teacher effectiveness. The book analyses factors such as policy change and teacher evaluation as well as the regulation of the teaching profession to determine how these aspects can influence the expertise of individual teachers. As numerous policy interventions have tried to define and enhance teacher quality to raise pupil achievement, this book calls for an interrogation of this stance and signals a need to consider an alternative approach. This book will appeal to students and scholars of teacher effectiveness and professional learning, as well as researchers and policymakers.

This book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors analyse educational systems from around the world and question how different cultural contexts and systems can implement measures to improve teacher effectiveness. The book analyses factors such as policy change and teacher evaluation as well as the regulation of the teaching profession to determine how these aspects can influence the expertise of individual teachers. As numerous policy interventions have tried to define and enhance teacher quality to raise pupil achievement, this book calls for an interrogation of this stance and signals a need to consider an alternative approach. This book will appeal to students and scholars of teacher effectiveness and professional learning, as well as researchers and policymakers.

'Wow, this book has some inspiring ideas... It comes at a perfect time as schools try to mesh school improvement with performance management, new standards for various career stages and staff development... Well written, with an attractive layout and a consistently clear voice, it draws on wide and up-to-date research and writing from all parts of the United Kingdom... There are no easy answers in this book, but plenty of powerful ideas that might help us ask useful questions about how CPD encourages a commitment to professional and personal growth, and increases self-confidence, job satisfaction and enthusiasm for working with children and colleagues. This is what being a professional is all about' - Times Educational Supplement, Book of the Week

Teaching professionals need to be able to successfully respond to change, and when necessary drive change within schools. To accomplish this, teachers need to be secure in their understanding of their place within the profession and their teaching identity. The focus of this book is upon enabling teachers to explore new ways of working with children, with colleagues and with communities.

This book provides teachers working towards Advanced Skills Teacher or Chartered Teacher status, and those on other Continuing Professional Development courses, with an essential text to assist in this process of personal and professional reflection and development planning. The authors focus upon the social, cultural and political aspects of professional development, and explore issues of professional identity.

'Wow, this book has some inspiring ideas... It comes at a perfect time as schools try to mesh school improvement with performance management, new standards for various career stages and staff development... Well written, with an attractive layout and a consistently clear voice, it draws on wide and up-to-date research and writing from all parts of the United Kingdom... There are no easy answers in this book, but plenty of powerful ideas that might help us ask useful questions about how CPD encourages a commitment to professional and personal growth, and increases self-confidence, job satisfaction and enthusiasm for working with children and colleagues. This is what being a professional is all about' - Times Educational Supplement, Book of the Week

Teaching professionals need to be able to successfully respond to change, and when necessary drive change within schools. To accomplish this, teachers need to be secure in their understanding of their place within the profession and their teaching identity. The focus of this book is upon enabling teachers to explore new ways of working with children, with colleagues and with communities.

This book provides teachers working towards Advanced Skills Teacher or Chartered Teacher status, and those on other Continuing Professional Development courses, with an essential text to assist in this process of personal and professional reflection and development planning. The authors focus upon the social, cultural and political aspects of professional development, and explore issues of professional identity.

With the increasing emphasis on continuing professional development for teachers and all educational practitioners, the use of portfolios to plan, chart and review professional development is now widespread.

Drawing directly from their experience of developing portfolios and portfolio-based assessment, and from current research, this book enables the reader to:

- design and plan a portfolio

- chart and analyse relevant professional experiences

- reflect critically on practice

- assess performance against standards and competences frameworks

- present evidence of practice and achievements

- plan their continuing professional development

There are Chapter Objectives, Key Questions and Tasks in every chapter, which adds to the practical focus of the book.

An essential read for teachers, teaching assistants, any practitioner assembling a Continuing Professional Department (CPD) portfolio, those working towards further qualifications such as Chartered Teacher status, newly qualified and probationary teachers and anyone involved in supporting and mentoring CPD.

′Wow, this book has some inspiring ideas... It comes at a perfect time as schools try to mesh school improvement with performance management, new standards for various career stages and staff development... Well written, with an attractive layout and a consistently clear voice, it draws on wide and up-to-date research and writing from all parts of the United Kingdom... There are no easy answers in this book, but plenty of powerful ideas that might help us ask useful questions about how CPD encourages a commitment to professional and personal growth, and increases self-confidence, job satisfaction and enthusiasm for working with children and colleagues. This is what being a professional is all about′ - Times Educational Supplement, Book of the Week

Teaching professionals need to be able to successfully respond to change, and when necessary drive change within schools. To accomplish this, teachers need to be secure in their understanding of their place within the profession and their teaching identity. The focus of this book is upon enabling teachers to explore new ways of working with children, with colleagues and with communities.

This book provides teachers working towards Advanced Skills Teacher or Chartered Teacher status, and those on other Continuing Professional Development courses, with an essential text to assist in this process of personal and professional reflection and development planning. The authors focus upon the social, cultural and political aspects of professional development, and explore issues of professional identity.

With the increasing emphasis on continuing professional development for teachers and all educational practitioners, the use of portfolios to plan, chart and review professional development is now widespread.

Drawing directly from their experience of developing portfolios and portfolio-based assessment, and from current research, this book enables the reader to:

- design and plan a portfolio

- chart and analyse relevant professional experiences

- reflect critically on practice

- assess performance against standards and competences frameworks

- present evidence of practice and achievements

- plan their continuing professional development

There are Chapter Objectives, Key Questions and Tasks in every chapter, which adds to the practical focus of the book.

An essential read for teachers, teaching assistants, any practitioner assembling a Continuing Professional Department (CPD) portfolio, those working towards further qualifications such as Chartered Teacher status, newly qualified and probationary teachers and anyone involved in supporting and mentoring CPD.

Contemporary Issues in Learning and Teaching looks at current issues across the three key areas of policy, learning and practice. It will help you to think critically on your Education course, and to make connections between the processes of learning and the practicalities of teaching. The book addresses key issues in primary, secondary and special education, and includes examples from all four countries of the UK.

The contributors reflect on current thinking and policy surrounding learning and teaching, and what it means to be a teacher today. Looking at the practice of teaching in a wider context allows you to explore some of the issues you will face, and the evolving expectations of your role in a policy-led environment. The book focuses on core areas of debate including:

- education across different contexts and settings

- teaching in an inclusive environment

- Continuing Professional Development (CPD) for practitioners

Each chapter follows the same accessible format. They contain case studies and vignettes providing examples and scenarios for discussion; introduction and summary boxes listing key issues and concepts explored in the chapter; key questions for discussion reflection; and further reading.

This essential text will be ideal for undergraduate and postgraduate courses, including BEd/BA degrees, initial teacher-training courses, and Masters in Education programmes.

All editors and contributors are based in the Faculty of Education at Glasgow University, UK.

Schools become increasingly complex organisations and, as their role in socialising young people is recognised, the task of leading the school community is receiving greater attention than ever before.School Leadership summarises current thinking about leadership in schools and suggests ways forward. School leadership is set in its social context. Is leadership associated with function within a bureaucratically ordered hierarchy, is it widely shared across communities or is it both? The school is considered both as an institution of the state and as an agency of democratic values. Ideas as to who the leaders are and what leadership involves are recast. The authors' recent experience with Headship preparation and development is discussed and analysed. Set in the Scottish experience this book provides examples of general issues facing many schools and school leaders across the world. School Leadership is required reading for head teachers, education administrators and for those aspiring to leadership roles in schools.This is a thoroughly revised and updated edition of a book that has been a key resource for School Leadership programmes since publication of the first edition in 2003.

Contemporary Issues in Learning and Teaching looks at current issues across the three key areas of policy, learning and practice. It will help you to think critically on your Education course, and to make connections between the processes of learning and the practicalities of teaching. The book addresses key issues in primary, secondary and special education, and includes examples from all four countries of the UK.

The contributors reflect on current thinking and policy surrounding learning and teaching, and what it means to be a teacher today. Looking at the practice of teaching in a wider context allows you to explore some of the issues you will face, and the evolving expectations of your role in a policy-led environment. The book focuses on core areas of debate including:

- education across different contexts and settings

- teaching in an inclusive environment

- Continuing Professional Development (CPD) for practitioners

Each chapter follows the same accessible format. They contain case studies and vignettes providing examples and scenarios for discussion; introduction and summary boxes listing key issues and concepts explored in the chapter; key questions for discussion reflection; and further reading.

This essential text will be ideal for undergraduate and postgraduate courses, including BEd/BA degrees, initial teacher-training courses, and Masters in Education programmes.

All editors and contributors are based in the Faculty of Education at Glasgow University, UK.

Contemporary Issues in Learning and Teaching looks at current issues across the three key areas of policy, learning and practice. It will help you to think critically on your Education course, and to make connections between the processes of learning and the practicalities of teaching. The book addresses key issues in primary, secondary and special education, and includes examples from all four countries of the UK.

The contributors reflect on current thinking and policy surrounding learning and teaching, and what it means to be a teacher today. Looking at the practice of teaching in a wider context allows you to explore some of the issues you will face, and the evolving expectations of your role in a policy-led environment. The book focuses on core areas of debate including:

- education across different contexts and settings

- teaching in an inclusive environment

- Continuing Professional Development (CPD) for practitioners

Each chapter follows the same accessible format. They contain case studies and vignettes providing examples and scenarios for discussion; introduction and summary boxes listing key issues and concepts explored in the chapter; key questions for discussion reflection; and further reading.

This essential text will be ideal for undergraduate and postgraduate courses, including BEd/BA degrees, initial teacher-training courses, and Masters in Education programmes.

All editors and contributors are based in the Faculty of Education at Glasgow University, UK.