Field Rickards was Dean of Melbourne Graduate School of Education for 13 years, and in that time led a revolution of its teacher education program, which moved from the traditional model to one based on clinical practice and evaluative thinking. He was also a member of the Australian Government task force in 2015 (Classroom Ready) that has led to major transformations in teacher education across Australia.John Hattie is Laureate Professor at MGSE and has a background in measurement and research design. He wrote a series of books based on the Visible Learning® research that have now sold over a million copies and he is chair of the Australian Institute for Teaching and School Leadership, which has the major responsibility for implementing the Classroom Ready recommendations.Catherine Reid has a long career as a teacher and teacher educator. For more than a decade, she designed and implemented programs in language and literacy education, university-school partnerships, and clinical teaching at the Melbourne Graduate School of Education.

"There is a plethora of research evidence here that provides great food for thought and could prove useful for a school or trust wishing to change things from the ground up, rather than tinkering around the edges."- Terry Freedman, Schools Week‘This book should be recommended to all those responsible for teacher training. It offers a research-based frame of reference that allows for awareness of appropriateness of your own model or to initiate necessary changes.’- Hanne Bestvater, Prof., M.Sc., MBA, Review taken from Beiträge zur Lehrerinnen- und Lehrerbildung

• Introduction Part I: The turning point 1. Setting the scene Part II: The nature of teacher expertise 2. Teacher expertise and centrality of the student 3. The work and expertise of the teacher: The six key questions 4. The deep knowledge base of teaching 5. The essence of the teaching profession: Evaluative thinking Part III: Implications for the profession 6. Evaluative thinking in the professions 7. Teacher education for a clinical profession 8. A revolution in teaching in schooling 9. Conclusions

Field Rickards was Dean of Melbourne Graduate School of Education for 13 years, and in that time led a revolution of its teacher education program, which moved from the traditional model to one based on clinical practice and evaluative thinking. He was also a member of the Australian Government task force in 2015 (Classroom Ready) that has led to major transformations in teacher education across Australia.John Hattie is Laureate Professor at MGSE and has a background in measurement and research design. He wrote a series of books based on the Visible Learning® research that have now sold over a million copies and he is chair of the Australian Institute for Teaching and School Leadership, which has the major responsibility for implementing the Classroom Ready recommendations.Catherine Reid has a long career as a teacher and teacher educator. For more than a decade, she designed and implemented programs in language and literacy education, university-school partnerships, and clinical teaching at the Melbourne Graduate School of Education.

"There is a plethora of research evidence here that provides great food for thought and could prove useful for a school or trust wishing to change things from the ground up, rather than tinkering around the edges."- Terry Freedman, Schools Week‘This book should be recommended to all those responsible for teacher training. It offers a research-based frame of reference that allows for awareness of appropriateness of your own model or to initiate necessary changes.’- Hanne Bestvater, Prof., M.Sc., MBA, Review taken from Beiträge zur Lehrerinnen- und Lehrerbildung

• Introduction Part I: The turning point 1. Setting the scene Part II: The nature of teacher expertise 2. Teacher expertise and centrality of the student 3. The work and expertise of the teacher: The six key questions 4. The deep knowledge base of teaching 5. The essence of the teaching profession: Evaluative thinking Part III: Implications for the profession 6. Evaluative thinking in the professions 7. Teacher education for a clinical profession 8. A revolution in teaching in schooling 9. Conclusions

Field Rickards was Dean of Melbourne Graduate School of Education for 13 years, and in that time led a revolution of its teacher education program, which moved from the traditional model to one based on clinical practice and evaluative thinking. He was also a member of the Australian Government task force in 2015 (Classroom Ready) that has led to major transformations in teacher education across Australia.John Hattie is Laureate Professor at MGSE and has a background in measurement and research design. He wrote a series of books based on the Visible Learning® research that have now sold over a million copies and he is chair of the Australian Institute for Teaching and School Leadership, which has the major responsibility for implementing the Classroom Ready recommendations.Catherine Reid has a long career as a teacher and teacher educator. For more than a decade, she designed and implemented programs in language and literacy education, university-school partnerships, and clinical teaching at the Melbourne Graduate School of Education.

"There is a plethora of research evidence here that provides great food for thought and could prove useful for a school or trust wishing to change things from the ground up, rather than tinkering around the edges."- Terry Freedman, Schools Week‘This book should be recommended to all those responsible for teacher training. It offers a research-based frame of reference that allows for awareness of appropriateness of your own model or to initiate necessary changes.’- Hanne Bestvater, Prof., M.Sc., MBA, Review taken from Beiträge zur Lehrerinnen- und Lehrerbildung

• Introduction Part I: The turning point 1. Setting the scene Part II: The nature of teacher expertise 2. Teacher expertise and centrality of the student 3. The work and expertise of the teacher: The six key questions 4. The deep knowledge base of teaching 5. The essence of the teaching profession: Evaluative thinking Part III: Implications for the profession 6. Evaluative thinking in the professions 7. Teacher education for a clinical profession 8. A revolution in teaching in schooling 9. Conclusions