This textbook gives you guidance and insights into the knowledge, values and commitments necessary to succeed in the primary classroom, supported by links to theory and research literature and realistic scenarios you may encounter as a new teacher.

Fully updated throughout, key features of this second edition include:

� A new chapter on inclusive education

� Newly expanded coverage of digital learning, engaging with educational research and the role of the primary teacher

� New ‘View from Practice’ examples

� Cross-referenced links to the Teachers’ Standards in England and the GTCS Professional Standards in Scotland and where they are covered within the book

This is essential reading for professional studies modules on primary initial teacher education courses, including university-based (PGCE, PGDE, BA QTS, BEd), school-based (SCITT, School Direct) and employment-based routes into teaching.

�ber die Autorinnen und Autoren

Mike Carroll is a retired Senior Lecturer in Education at the University of Glasgow. He was formerly Director of the MEd Professional Learning and Enquiry programme in the School of Education. As a retired member of staff Mike continues to contribute as an Associate Tutor involved in supporting students on school placements as well as teaching on the teacher leadership programme. Mike also acts as an academic advisor on the Scottish College for Educational Leadership (SCEL) Fellowship programme supporting existing headteachers conduct system-wide professional inquiries. Mike also works as an Educational Consultant contributing to several Scottish Local Authorities’ Teacher Induction Programmes. Mike contributed to the Literature Review on Teacher Education in the 21st Century in support of the Donaldson Review of Teacher Education (Scottish Government, 2010). Mike is a Fellow of the Higher Education Academy.

Margaret McCulloch is a lecturer in the School of Education, University of Glasgow. She worked for many years as a primary teacher, specialising in Support for Learning, before becoming an Inclusion Development Officer, and she has extensive experience of working collaboratively with parents, teachers and colleagues from other professions. She teaches educational studies, with a particular focus on inclusive education and related issues, on a number of undergraduate programmes. She also works with international students and practising teachers from Scotland on the Masters programme in Inclusive Education: Policy, Practice and Research. Her research interests include professional identity in teacher education, inclusive education and dyslexia. She has written on inter-professional approaches to practice (Forde et al., 2011); she contributed to the Literature Review on Teacher Education in the 21st Century (Scottish Government, 2010) and to the Assessment at Transition report (Scottish Government, 2012).

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