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Evidence-based Teaching
This book provides a critical overview of evidence-based teaching, with balanced and reflective consideration given to arguments supporting various approaches to increasing the use of evidence in teaching and arguments that raise doubts about, or problems with, these approaches. It offers practical advice on how to implement evidence-based teaching and help with reflectively evaluating its success.
Theories of Professional Learning
An essential guide to a number of important theories of professional learning, of particular value both to those taking on new responsibilities in relation to initial teacher education (ITE) and those interested in developing new ways of working in partnership. Each chapter provides a concise and critical overview of a key theory and then considers how it might impact on the processes and organisation of teacher education, drawing on key pieces of literature throughout. The book responds to the growth of interest and research in professional and work-based learning including ideas such as communities of practice, activity theory and socio-cultural theory alongside already established models such as those of Schön, Eraut and Shulman. In addition changing models of teacher education mean there are new ways of understanding professional learning as practices, roles and identities are re-established.
Beginning Teachers' Learning
International trends in initial teacher education (ITE) and induction increasingly emphasise the importance of school-based learning for beginning teachers, and recent policy shifts have given many more schools a leading role in ITE. This book focuses directly on what has been learned from within well-established partnerships about the nature of beginning teachers' learning in schools and explores the ways in which teacher educators - both those that are school-based and those in universities who work in partnership with them - can most effectively support that learning. Beginning Teaching is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.
Evidence-based teaching in primary education
Trainees and school-based practitioners are being encouraged to engage more with evidence-based teaching methods. Teachers are now more responsible for the outcomes of their own practice and are charged with sourcing ‘best practice’ solutions in their pedagogical approaches. And schools are moving more towards in-house professional development approaches that have a clear focus on raising standards in the classroom. This book focuses on how universities and primary schools can work together to lead, manage and sustain a culture of teacher inquiry. It examines the role of the university in providing a critical perspective on teaching and learning and how academics can support schools by w...
Developing Creative and Critical Educational Practitioners
This book encourages teacher educators to promote flexible and sustainable practice in their students, enabling them to flourish within an ever-changing educational environment. Research from the UK and US strongly indicates that a coherent theory-practice approach to teacher preparation is key. The book outlines what such a framework can look like, a rationale for it, and how it can work in practice for groups and individuals. It explores the notions of the reflexive teacher, creativity as a basis for practice, and criticality as a necessary underpinning for educators. The discussion draws on the research and experiences of teacher educators, student teachers and in-service teachers, from NQTs to Lead Practitioners and senior management. It proposes the foundational understanding for beginning teachers to join a community of practice based on scholarship, professionalism and ethical practice. This book is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.
A Companion to Research in Teacher Education
This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians. There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important conseque...
Doing Classroom Research: a Step-By-Step Guide for Student Teachers
Are you worried about doing your classroom-based research project? Do you feel daunted at the prospect of carrying out a literature review? Does the thought of collecting and analyzing data make you panic? If you answer 'yes' to any of these questions, then this is the book for you! Written in an informal style, this is the essential, practical and accessible step-by-step guide for all teacher-training students, who in addition to facing the enormous challenge of training to become a teacher, also have to conduct their own classroom-based research. It contains three sections that mirror the process of doing classroom research. From getting started and choosing appropriate research strategies...
Theories of Professional Learning
An essential guide to a number of important theories of professional learning, of particular value both to those taking on new responsibilities in relation to initial teacher education (ITE) and those interested in developing new ways of working in partnership. Each chapter provides a concise and critical overview of a key theory and then considers how it might impact on the processes and organisation of teacher education, drawing on key pieces of literature throughout. The book responds to the growth of interest and research in professional and work-based learning including ideas such as communities of practice, activity theory and socio-cultural theory alongside already established models such as those of Schön, Eraut and Shulman. In addition changing models of teacher education mean there are new ways of understanding professional learning as practices, roles and identities are re-established.
Developing outstanding practice in school-based teacher education
This book is designed to help the growing group of school-based teacher educators and those based in higher education develop excellent professional practice across their institutions. The first part of the book provides personal challenges to teacher educators, helping them to develop their own identity beyond that of being a classroom teacher and to recognise the values, knowledge and practices that are unique to them as part of the international community of teacher educators. This includes how to develop their pedagogy to embrace the needs of their trainees, and a realistic approach to developing an academic and scholarly aspect to their identity. The second part of the book describes some of the themes that underpin outstanding provision in teacher education including a broad curriculum, an enquiry-based approach, building a learning community, developing reflective practitioners, having an ethos of high aspiration, evaluation of impact and strong partnerships. Theory and practice are closely linked throughout with illustrations drawn from a variety of different settings. This book is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.
Teacher Status and Professional Learning
The concepts of status and professionalism are key issues in teaching and teacher education across the United Kingdom and internationally. While there is increasing recognition that high quality teachers are crucial, this coexists with a persistent culture of blaming and shaming them. Student teachers will live out their careers within this maelstrom so need to be encouraged to consider the place of their profession both locally and globally, and teacher educators can support them to make a realistic yet ambitious analysis. This book answers a fundamental need for teachers to position themselves in their professional world. It uses an innovative Place Model to explore the professional learning of teachers, examining place in terms of both hierarchical status and as a cumulative journey of professional learning within ever expanding horizons. It looks at the nature of professionalism, why teacher status is important, where trainees might fit within the model and what infrastructure needs to be in place to support teachers’ career long professional learning.
