Challenging Perceptions in Primary Education: Exploring Issues in Practice

About the Author

Margaret Sangster was formerly Principal Lecturer and Programme Director of the BA (Hons) in Primary Education at Canterbury Christ Church University, UK. She worked for many years as a primary teacher, and as a mathematics advisory teacher before moving to Higher Education. She is the editor of Developing Teacher Expertise (2012), the predecessor to this volume.

Product Description

What are the beliefs that influence your professional practice? Have you ever thought about why you make the decisions you make as a teacher? What influences your teaching style?

Beyond the technical skills and knowledge aspects of education, teachers and student teachers face questions which challenge their beliefs and approaches to their teaching and learning. This book contains a series of short articles which not only offer guidance on key topics but encourage the reader to engage in reflecting on their own practice.

Questions explored include:
- Is learning through practical work worth the effort?
- What can we learn from comparisons with education in other countries?
- Is there a smarter way to use digital imagery in your teaching?
- What's the point of theory? Isn't teaching just a craft?

Review

“A much needed and very readable antidote to policy-makers' current conceptions of teaching. Thought-provoking and inspiring.” ―Hilary Povey, Professor of Mathematics Education, Sheffield Hallam University, UK

“The chapters in Challenging Perceptions in Primary Education tackle key issues in primary education and provide insightful discussions for student teachers and tutors to continue in sessions. While Part V is particularly relevant to new teachers concerned with their classroom practice, the book also provides cogent arguments to justify the need for theory, applied to both education and working lives of teachers.” ―Vini Lander, Head of Research, Faculty of Education, Edge Hill University, UK

Book Description

Short, sharp chapters act as 'think pieces' on key educational issues, generating debate and encouraging students and practitioners to reflect on their practice and identity as teachers.