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Your Teacher Training Companion

Essential skills and knowledge for very busy trainees

The second edition of Your Teacher Training Companion is your one-stop-shop for the essential knowledge and skills you need to pass your course with confidence. Guiding you through your time in school and your studies, it will ensure you develop both the practical teaching skills and academic skills required to become a successful teacher. Written in an accessible, no-nonsense style, it succinctly covers the most important aspects of becoming a teacher, showing you how to balance the competing demands of teaching in school, your course and social life. It is illustrated throughout with the case study of a fellow trainee teacher, focusing on developing best practice and ways in which you can pass on key skills to your learners. Essential topics covered include: classroom management effective lesson planning teaching methods learning theory assessment and feedback delivering a highly successful lesson making time and space for your studies improving your writing skills writing assignments and building your teaching portfolio planning and delivering an effective presentation Designed for the very busy trainee on all routes to qualified teacher status, Your Teacher Training Companion, 2ed offers you the essential knowledge and skills you need to get the most out of your time with pupils, improve your study skills, successfully achieve qualified teacher statues and manage your early career as an NQT.

The second edition of Your Teacher Training Companion is your one-stop-shop for the essential knowledge and skills you need to pass your course with confidence.

Primary Teacher Education

High Status? High Standards?

Focusing on issues of policy and provision in primary education, this text covers the current national scrutiny of initial and inservice teacher training, the proposal of a general teaching council, and continuing professional development.

Focusing on issues of policy and provision in primary education, this text covers the current national scrutiny of initial and inservice teacher training, the proposal of a general teaching council, and continuing professional development.

Decolonizing Transcultural Teacher Education through Participatory Action Research

Dialogue, Culture, and Identity

This volume describes a Participatory Action Research (PAR) project involving educators from Belize and the U.S. to illustrate the critical role of shared dialogue in transnational teacher education. First identifying issues which inhibited the success of formerly didactic training delivered to Belizean teachers by U.S. educators, this volume documents the transformational impact of a shift to collaborative training approaches and uses first-person accounts from Belizean and U.S. stakeholders to illustrate their successes. Chapters powerfully illustrate that by engaging in Freirean-like dialogue and building relationships based on a mutual understanding of the cultural and historical context, as well as the identity of educators involved, partners are better able to engage in effective transnational pedagogical collaboration. Particular attention is paid to the importance of acknowledging the post-colonial setting and unique positionality of teachers in Belize. This text will benefit researchers, academics, and educators with an interest in action research and teacher research, multicultural education, and continued professional development in particular. Those interested in teacher training, education research, and international and comparative education will also benefit from this book.

This volume describes a Participatory Action Research (PAR) project involving educators from Belize and the U.S. to illustrate the critical role of shared dialogue in transnational teacher education.

Becoming an Outstanding Primary School Teacher

A Journey, Not a Destination

This third edition includes new material on blended learning, pedagogical leadership and teaching entrepreneurial skills. It offers comprehensive coverage of key topics that engage primary teachers, including planning, meeting curriculum demands, promoting positive behaviour, assessment, engaging with parents, and professional development.

This third edition includes new material on blended learning, pedagogical leadership and teaching entrepreneurial skills.

Professional Development of Teacher Educators in Further Education

Pathways, Knowledge, Identities, and Vocationalism

Professional Development of Teacher Educators in Further Education critically analyses the specific challenges relating to teacher educators in the English further education (FE), such as the diverse nature of learners and the variety of educational contexts. It focuses on the journeys to becoming teacher educators, their relevant teaching know-how and professional needs. This book combines theoretical frameworks with both qualitative and quantitative data to outline the pathways, professional identities, knowledge, and continuous professional development of teacher educators. This data is used to discuss the four main themes. The first deals with the teacher educators’ initial disciplinary areas, journey-making to be educators, and the current titles/positions. The next one delineates the know-how (knowledge, experiences, capacities and skill sets) to perform as teacher educators. The third one relates to their professional identities and the final topic, their professional requirements as FE teacher educators. Contributing to the field of further and vocational education, this book will be of great interest for researchers, academics, and postgraduate students in the field of education, specifically FE and teacher educators.

4 How do they maintain their professional development? ... They worked in different work settings of higher education institutions, further education colleges, and private providers using different teacher education-related ...

Teacher Training and Special Educational Needs

First published in 1985. The responses to special educational needs in the 1980s prompted radical changes in the initial and in-service education of teachers. This title is the result of a major conference which was called to anticipate the combined effects on training and special educational needs work and to project a spectrum of positive responses. The authors are drawn from all branches of education in order to provide a critical review of developments since 1983 in teacher-education and to discuss the current recommendations on training to meet special educational needs both in Great Britain and the rest of Europe.

First published in 1985. The responses to special educational needs in the 1980s prompted radical changes in the initial and in-service education of teachers.

European Perspectives on Professional Development in Teacher Education

This collection focuses on the ways in which policy relating to professional development and professional learning in teacher education is changing across Europe. The chapters examine how policies change with time and with changes in personnel at various levels in the political or professional spectrum. It also highlights the continued diversity of the education systems of Europe, despite moves towards economic and social integration. A common theme running through the chapters is an understanding of the importance of professional development and professional learning of educators in the success and effective operation of the education systems of the countries concerned. This book was originally published as a special issue of Professional Development in Education.

This collection focuses on the ways in which policy relating to professional development and professional learning in teacher education is changing across Europe.

The Professional Development of Teacher Educators

This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education.

This book makes a significant contribution to a hitherto much neglected area.

Reform, Inclusion and Teacher Education

Towards a New Era of Special Education in the Asia-Pacific Region

This ground-breaking book considers current perspectives on special education reform in the Asia-Pacific region. It has a major focus on a new era of special education, and how this relates to education reform towards inclusive education. With major changes being proposed under current educational reform and confusion as to how to instigate these measures, this book provides ways to better prepare teachers. It is helpfully divided into three different sections of education reform: "Education Reform in the Asia-Pacific region" reviews broad trends and issues in special education across the region, including Taiwan, Korea, Australia, India, China and Hong Kong. "Preparing Teachers to work in Inclusive Classrooms" focuses on curricula and pedagogical practices for teacher education. This section considers different approaches to preparing teachers such as cross-categorical, collaborative, innovations, and the impact of teachers’ attitudes, perceptions and concerns on inclusion. "Effective Special & Inclusive Practices" draws upon evidence–based research to provide best practice models to assist in developing inclusive school communities. Each section addresses a list of objectives and questions; suggests best practice pedagogy; and concludes with a support section with useful websites and suggested professional development activities. This book will interest teachers, teacher educators, university lecturers in education and post graduate students.

This ground-breaking book considers current perspectives on special education reform in the Asia-Pacific region. It has a major focus on a new era of special education, and how this relates to education reform towards inclusive education.

Exploring Professional Development Opportunities for Teacher Educators

Promoting Faculty-Student Partnerships

Focusing on the partnerships and collaborations between teacher educators and students with regards to faculty members’ professional development, contributors from around the world provide insight into professional development opportunities in the context of teaching and collaborating with students. Contributions from these distinguished scholars come from a broad range of countries and cultures to ensure that the presented studies reveal rich information about diverse systems of teacher education. The studies presented in the book demonstrate how these faculty student partnerships can significantly assist faculty members to develop professionally and produce benefits and impacts on their professional identity. Providing ideas and tools aimed at teacher educators around the world, this book explores partnerships and cooperation as a tool to lead to development and ultimately promotion. This book is a must-read for all researchers, teacher educators and lecturers looking to expand their knowledge of partnerships with students in higher education.

Teachers as presenters at continuing professional development seminars in the English-as-a-foreign-language context: 'I find it more convincing'. Australian Journal of Teacher Education, 36(2), 30–42.