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.

Introduction - Hilary Cooper and Sally Elton-Chalcraft
Part 1: Introduction to Professional Studies
Chapter 1: History of Education - Susan Shaw and Ian Shirley
Chapter 2: Philosophy of Education and Theories of Learning - Hilary Cooper
Chapter 3: Short-, Medium- and Long-term Planning - Kim Harris and Suzanne Lowe
Chapter 4: Assessment - Kim Harris and Suzanne Lowe
Chapter 5: Classroom Organisation and the Learning Environment - Jan Ashbridge and Jo Josephidou
Chapter 6: The Role of the Teacher and Other Adults - Jan Ashbridge and Jo Josephidou
Part 2: Inclusive Dimensions of Professional Studies
Chapter 7: Reflective Practice in the Early Years: Provision for 3- to 5-Year-Olds in School - Lin Savage and Anne Renwick
Chapter 8: Inclusion and Special Educational Needs - Sue Soan
Chapter 9: Behaviour for Learning - Simon Ellis and Janet Tod
Chapter 10: Personal, Social, Health and Economic Education (PSHE) - Richard Palmer
Chapter 11: Safeguarding - Nicky Batty and Jayne Metcalfe
Chapter 12: Language and Learning in a Multilingual World - Jean Conteh
Chapter 13: Dialogical, Enquiry and Participatory Approaches to Learning - Donna Hurford and Chris Rowley
Chapter 14: Race, Culture and Ethnicity Teaching in Post-European Times - Diane Warner and Sally Elton-Chalcraft
Chapter 15: Fundamental British Values - Sally Elton-Chacroft, Lynn Revell and Vini Lander
Part 3: From Trainee to Teacher
Chapter 16: ′Learning Teaching′ in School - Pete Boyd
Chapter 17: Reflective Practice - Andrew Read
Chapter 18: Statutory Professional Responsibilities - Nerina Diaz
Chapter 19: Moving on to Master′s Level - Carol Darbyshire, Sue Harrop and Vicky Duckworth
Chapter 20: Moving Forward - Hilary Cooper