Learning to Teach Young Children: Theoretical Perspectives and Implications for Practice. New York, NY: Bloomsbury.
“Learning to Teach Young Children provides you with the tools to critically engage with the key concepts and beliefs in early childhood education theory and practice. The book is organized around ten propositions that are explored in relation to 30 key questions, for example:
– What does it mean to honour children’s right to be different?
– What does it mean to learn?
– How can images of childhood be used as frames for practice?
Original comic-book style illustrations are used to explore key theoretical concepts in an accessible and engaging way. The book also includes a companion website offering overviews of the key concepts covered in the book, supplementary information and references, reflective questions and case studies to support your learning.” Source
Highlights from the Autumn 2019 issue of Education News:
Page 4: Education sector engaged in discussions on future priorities in education:
Page 6: Inaugural Alumni Gathering 2019
Page 8: Q & A with recipient of Governor General’s Academic Gold Medal: Dr. Joanne Weber
Page 10: Alumna recipient of Prime Minister’s Award for Teaching Excellence in STEM: Heather Faris
Page 14: New Northern Saskatchewan Indigenous Teacher Education Program formed to help meet northern teacher shortage
Page 20: Looking back: Looking forward: Retirement story: Dr. Cyril Kesten
Save the date for this Book Launch: Social Theory for Teacher Education Research: Beyond the Technical-Rational
Edited by Kathleen Nolan (U of R) and Jennifer Tupper (U of A)
Friday, November 29, 2019, 3:00 – 4:00 pm in ED 229
Dr. Cristyne Hébert, co-Editor of Internationalizing Curriculum Studies: Histories, Environments, and Critiques, is an Assistant Professor in the Faculty of Education at the University of Regina.
Abstract: How do we internationalize that which is deeply provincial and national? Situating our focus on and interest squarely within curriculum studies, how do we internationalize without imperializing or imposing old, colonial, and so-called “First World” conceptualizations of education on teaching, learning, and curriculum? Let us not anticipate simple answers to such complex questions. Being under no illusion that we hold Solomonic wisdom, we editors turned to the wisdom of others. A curricular response to such pedagogical questions is this edited volume. Download at https://link.springer.com/content/pdf/10.1007%2F978-3-030-01352-3.pdf
This book is a collection of narratives from a diverse array of science education researchers that elucidate some of the difficulties of becoming a science education researcher and/or science teacher educator, with the hope that through solidarity, commonality, and “telling the story”, justice-oriented science education researchers will feel more supported in their own journeys. Being a scholar and teacher that sees science education as a space for justice, and thinking/being different, entry into this disciplinary field often comes with tense moments and personal difficulties.
The chapter authors of this book break into many painful, awkward, and seemingly nebulous…read more