As technology becomes more widespread and the world continues to change in many other ways, teachers have adapted to allow education to evolve with the 21st century. This book provides theoretical foundations and highly practical strategies for classrooms tackling modern challenges, drawing in part on the ideas and experiences of practising teachers. The authors highlight how crucial education is for equipping future generations with the skills for individual, societal and planetary wellbeing, while still considering the pressures of ‘teaching to the test’.
 
Every teacher balances a range of priorities as they enter a classroom which this book addresses:
•Teaching for personal development, including autonomy, resilience, critical thinking, mental health and overall wellbeing
•Teaching for social development, for the workplace but also for community participation and social life generally
•Teaching for equity, inclusion and political and global/environmental commitment
•Teaching for digital knowledge and skill, in ways that are technologically advanced and substantively relevant
•Enhanced teacher identity, professionalism and wellbeing
 
The book will be an essential companion for teachers, particularly those at the start of their training and in preservice roles, with plenty of practical suggestions and strategies.


“Classroom Teaching in the 21st Century is a gift to school leaders and teachers who are looking for sound advice to improve teaching and learning.”

Pak Tee NG, National Institute of Education, Nanyang Technological University, Singapore

“If you are looking for fresh ideas about teaching for meaning and well-being, as well as for competence and content, look no further.”

A. Lin Goodwin, Dean, Faculty of Education, The University of Hong Kong, Hong Kong

“This is an important new book which will make a substantial contribution to the literature on education and schooling.”

Keith F Punch, Emeritus Professor, Graduate School of Education, The University of Western Australia, Australia

Clive Beck is Emeritus Professor in Curriculum, Teaching and Learning at OISE/University of Toronto, Canada, teaching courses for preservice and in-service teachers and engaging in empirical research on teaching. He is a past-Coordinator of Graduate Studies at OISE and past-President of the American Philosophy of Education Society.
 
Clare Kosnik is Professor in Curriculum, Teaching and Learning at OISE/University of Toronto, Canada, past-Director of Elementary Teacher Education at OISE and past-Director of the Jackman Institute of Child Study. She has researched extensively on teaching and teacher education, and has received University-wide Awards for Excellence in both teaching and graduate supervision.