Marcus Witt began his teaching career in the hills of South India teaching in an international school before moving to a school in rural Kentucky and then returning to the UK to complete his PGCE. After several years teaching in primary schools, he moved into teacher education, where he has been working for the past 16 years. He has been involved in the writing of two books about teaching primary mathematics and is interested in the emotional aspects of mathematical learning and teacher professional development. Ben Knight has been a teacher educator in higher education for the past 14 years and before that was a primary school teacher and senior leader in both suburban and inner-city schools. His research and publications reflect his interests in the complexities of classroom learning, teacher professional development, and encouraging teachers to refine and draw on their professional instincts, judgement, and intuition. Ian Menter is former President of BERA, 2013-2015. At Oxford University Department of Education he was Director of Professional Programmes and led the development of the Oxford Education Deanery. Prior to that he was Professor of Teacher Education at the University of Glasgow and held posts at the University of the West of Scotland, London Metropolitan University, University of the West of England and the University of Gloucestershire. Ian was President of the Scottish Educational Research Association from 2005–07 and chaired the Research and Development Committee of the Universities’ Council for the Education of Teachers (UCET) from 2008-11. He is a Visiting Professor at Bath Spa University and Ulster University and an Honorary Professor at the University of Exeter. Since 2018 he has been a Senior Research Associate at Kazan Federal University, Russia.

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• 1. Introduction and rationale for the book 2. What research suggests pre-service teachers should know about small-group learning 3. Facilitating personality-sensitive group learning: a research case study 4. What really goes on in pupil groups? 5. Thinking about group composition 6. Group learning in teacher education: principles and practice 7. Conclusion