Diane Mayer – författare

You can successfully develop your higher education research profile while balancing the demands of training teachers and administration.While teacher education is key to preparing qualified teachers who can educate pupils for the demands of the twenty-first century, many university-based teacher educators experience conflicting demands in their professional practice. Their lives are often so dominated by teaching and associated work that their aspirations to develop a research profile are hampered.This text explores the critical issues faced by those working in teacher education and how they have negotiated the expectations and requirements of the Academy to establish themselves as leading international teacher education researchers.Through a series of autobiographical cases, this book demonstrates a range of trajectories in different contexts which have facilitated the development of teacher educators' successful research profiles.Understandings and realities of the policy context, the professional context, the research context (including funding, metrics, type of research valued), the institutional context and various personal positionings are examined in order to illuminate stories of research success and demonstrate their relevance to all teacher educators.

This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers.Over four years, the Studying the Effectiveness of Teacher Education (SETE) project tracked roughly 5,000 recently graduated teachers and 1,000 school principals in Australia to capture workforce data and gauge graduate teachers’ and principals’ perceptions of their initial teacher education programs. This book offersa synthesis of the research findings and uses the SETE as a catalyst for innovative theorization of the effectiveness of teacher education.

This book provides an evidentiary basis for policy decisions regarding initial teacher education and beginning teaching and informs the design and delivery of teacher preparation programs. Based on a rigorous analysis of international literature and the policy context for teacher education globally, and assessing data generated through a longitudinal study conducted in Australia, it investigates the effectiveness of teacher education in preparing teachers for the variety of school settings in which they begin their teaching careers.Over four years, the Studying the Effectiveness of Teacher Education (SETE) project tracked roughly 5,000 recently graduated teachers and 1,000 school principals in Australia to capture workforce data and gauge graduate teachers’ and principals’ perceptions of their initial teacher education programs. This book offersa synthesis of the research findings and uses the SETE as a catalyst for innovative theorization of the effectiveness of teacher education.

In this book, leading teacher education researchers from Australia, Belgium, Canada, England, Finland, Hong Kong SAR, the Netherlands, New Zealand, North Ireland, Portugal, Scotland, the USA and Wales examine teacher education policy and research in each of their contexts.The book highlights the connections and disconnections between teacher education policy and research. It examines contemporary challenges and issues in teacher education including how high-quality teacher education is framed, how teaching quality is framed, and the role of teacher education research. It also considers future policy and research possibilities and opportunities for teacher education research, equity and preparing teachers for work within contexts of super-diversity, and early career teaching.