Contents cover:

- teaching tools to inspire and captivate

- motivation for learning

- engaging learners

- how to create a learning atmosphere

- classroom management

- cooperative learning

- learning outside of the classroom

- moving learners around the room

- assessment for motivation and engagement

- feedback and praise

- using emerging technologies to engage

- using homework

- supporting learners in learning how to learn

- challenging learners of all abilities

With reference to reflective practice, best practice and Continuing Professional Development (CPD), this book provides essential support for trainee teachers, new teachers and experienced teachers looking to extend their repertoire.

Warren Kidd is Senior Lecturer in Post Compulsory Education and Training at The Cass School of Education, University of East London.

Gerry Czerniawski is Senior Lecturer in Secondary Social Science and Humanities Education at the Cass School of Education, University of East London.

This book links theory, policy and practice in a critical examination of the relationship between the professional identity, knowledge, learning needs and research experience of teacher educators. The book concludes by drawing these themes together as a means to support the induction and further professional development of teacher educators. Teacher educators have, until relatively recently, been invisible in the eyes of policy makers with little attention given to their induction and professional learning needs. This book draws on a growing body of research on this diverse profession within a context where, in many countries, the school practicum plays an increasing role in the training and education of teachers. The recent policy gaze of the European Commission has added further momentum to the attention being given to teacher education, its educators and the role they play in pupil achievement. However for many beginning teacher educators little support is offered at the start of their new career trajectories in schools, colleges or universities. This book examines some of the issues surrounding these career transitions and the implications they have for professional learning. It serves as an invaluable yet accessible source of knowledge for all those interested in the professional learning needs and recognition of this heterogeneous occupation.

This book links theory, policy and practice in a critical examination of the relationship between the professional identity, knowledge, learning needs and research experience of teacher educators. The book concludes by drawing these themes together as a means to support the induction and further professional development of teacher educators. Teacher educators have, until relatively recently, been invisible in the eyes of policy makers with little attention given to their induction and professional learning needs. This book draws on a growing body of research on this diverse profession within a context where, in many countries, the school practicum plays an increasing role in the training and education of teachers. The recent policy gaze of the European Commission has added further momentum to the attention being given to teacher education, its educators and the role they play in pupil achievement. However for many beginning teacher educators little support is offered at the start of their new career trajectories in schools, colleges or universities. This book examines some of the issues surrounding these career transitions and the implications they have for professional learning. It serves as an invaluable yet accessible source of knowledge for all those interested in the professional learning needs and recognition of this heterogeneous occupation.

While globalization has had tremendous influence on the world of teaching, national cultural traditions continue to influence systems of schooling, national curricula, and teachers’ values and classroom practices. This book explores the effects of globalisation on teachers through an examination of the values held by beginning teachers in three distinctly different education systems. Utilizing interview data from teachers within the social democratic traditions of Norway, the ‘corporatist welfare’ regime seen in Germany and the more individualised, market-led approach to education adopted in England, the book highlights the extent to which teacher identity formation is impacted by national pedagogic traditions, national policy contexts and institutional settings. The study examines the convergence and divergence between the three systems and their culturally specific settings. Students and scholars in the fields of Education Studies, Teacher Education and Training, and Comparative Education will find this book a fascinating and important read.

While globalization has had tremendous influence on the world of teaching, national cultural traditions continue to influence systems of schooling, national curricula, and teachers’ values and classroom practices. This book explores the effects of globalisation on teachers through an examination of the values held by beginning teachers in three distinctly different education systems. Utilizing interview data from teachers within the social democratic traditions of Norway, the ‘corporatist welfare’ regime seen in Germany and the more individualised, market-led approach to education adopted in England, the book highlights the extent to which teacher identity formation is impacted by national pedagogic traditions, national policy contexts and institutional settings. The study examines the convergence and divergence between the three systems and their culturally specific settings. Students and scholars in the fields of Education Studies, Teacher Education and Training, and Comparative Education will find this book a fascinating and important read.

For trainee teachers studying to teach the 14 to 19 age group in secondary schools and colleges, this book is a practical guide covering the essential skills that must be acquired in order to successfully complete your course.

Five sections cover education policy, professional skills, theory, practice and reflection. The authors provide teaching ideas that work, and that will help trainee teachers to improve their grades and lesson observation profiles. There is a clear explanation of the theoretical underpinning that must be grasped in order to pass written assignments, and Masters level debates are addressed throughout the book, with a dedicated chapter exploring academic themes and issues.

The book is packed with ideas for classroom activities, and popular topics covered include:

- essential educational theory

- behaviour and classroom management

- how to start off lessons

- ideas for group work

- setting homework

- evaluating your own practice, and understanding how you can improve

- revising for exams

- working as part of a team

- using technology

All the chapters contain learning objectives, discussion points, examples from practice, Masters level extensions (for those studying at that level) and suggestions for further reading.

Suitable for all those studying to teach the 14 to 19 age range, this book is ideal for those on Secondary PGCE, PGDE and GTP courses leading to QTS, those studying for the post-compulsory sector PTLLS, DTLLS and CTLLS qualifications and those doing Overseas Teacher Training and Teach First courses.

Warren Kidd and Gerry Czerniawski are former teachers with experience of working in diverse settings; they are both Senior Lecturers in the Cass School of Education, University of East London.

Contents cover:

- teaching tools to inspire and captivate

- motivation for learning

- engaging learners

- how to create a learning atmosphere

- classroom management

- cooperative learning

- learning outside of the classroom

- moving learners around the room

- assessment for motivation and engagement

- feedback and praise

- using emerging technologies to engage

- using homework

- supporting learners in learning how to learn

- challenging learners of all abilities

With reference to reflective practice, best practice and Continuing Professional Development (CPD), this book provides essential support for trainee teachers, new teachers and experienced teachers looking to extend their repertoire.

Warren Kidd is Senior Lecturer in Post Compulsory Education and Training at The Cass School of Education, University of East London.

Gerry Czerniawski is Senior Lecturer in Secondary Social Science and Humanities Education at the Cass School of Education, University of East London.

For trainee teachers studying to teach the 14 to 19 age group in secondary schools and colleges, this book is a practical guide covering the essential skills that must be acquired in order to successfully complete your course.

Five sections cover education policy, professional skills, theory, practice and reflection. The authors provide teaching ideas that work, and that will help trainee teachers to improve their grades and lesson observation profiles. There is a clear explanation of the theoretical underpinning that must be grasped in order to pass written assignments, and Masters level debates are addressed throughout the book, with a dedicated chapter exploring academic themes and issues.

The book is packed with ideas for classroom activities, and popular topics covered include:

- essential educational theory

- behaviour and classroom management

- how to start off lessons

- ideas for group work

- setting homework

- evaluating your own practice, and understanding how you can improve

- revising for exams

- working as part of a team

- using technology

All the chapters contain learning objectives, discussion points, examples from practice, Masters level extensions (for those studying at that level) and suggestions for further reading.

Suitable for all those studying to teach the 14 to 19 age range, this book is ideal for those on Secondary PGCE, PGDE and GTP courses leading to QTS, those studying for the post-compulsory sector PTLLS, DTLLS and CTLLS qualifications and those doing Overseas Teacher Training and Teach First courses.

Warren Kidd and Gerry Czerniawski are former teachers with experience of working in diverse settings; they are both Senior Lecturers in the Cass School of Education, University of East London.

Contents cover:

- teaching tools to inspire and captivate

- motivation for learning

- engaging learners

- how to create a learning atmosphere

- classroom management

- cooperative learning

- learning outside of the classroom

- moving learners around the room

- assessment for motivation and engagement

- feedback and praise

- using emerging technologies to engage

- using homework

- supporting learners in learning how to learn

- challenging learners of all abilities

With reference to reflective practice, best practice and Continuing Professional Development (CPD), this book provides essential support for trainee teachers, new teachers and experienced teachers looking to extend their repertoire.

Warren Kidd is Senior Lecturer in Post Compulsory Education and Training at The Cass School of Education, University of East London.

Gerry Czerniawski is Senior Lecturer in Secondary Social Science and Humanities Education at the Cass School of Education, University of East London.

This book links theory, policy and practice in a critical examination of the relationship between the professional identity, knowledge, learning needs and research experience of teacher educators. The book concludes by drawing these themes together as a means to support the induction and further professional development of teacher educators. Teacher educators have, until relatively recently, been invisible in the eyes of policy makers with little attention given to their induction and professional learning needs. This book draws on a growing body of research on this diverse profession within a context where, in many countries, the school practicum plays an increasing role in the training and education of teachers. The recent policy gaze of the European Commission has added further momentum to the attention being given to teacher education, its educators and the role they play in pupil achievement. However for many beginning teacher educators little support is offered at the start of their new career trajectories in schools, colleges or universities. This book examines some of the issues surrounding these career transitions and the implications they have for professional learning. It serves as an invaluable yet accessible source of knowledge for all those interested in the professional learning needs and recognition of this heterogeneous occupation.

This book links theory, policy and practice in a critical examination of the relationship between the professional identity, knowledge, learning needs and research experience of teacher educators. The book concludes by drawing these themes together as a means to support the induction and further professional development of teacher educators. Teacher educators have, until relatively recently, been invisible in the eyes of policy makers with little attention given to their induction and professional learning needs. This book draws on a growing body of research on this diverse profession within a context where, in many countries, the school practicum plays an increasing role in the training and education of teachers. The recent policy gaze of the European Commission has added further momentum to the attention being given to teacher education, its educators and the role they play in pupil achievement. However for many beginning teacher educators little support is offered at the start of their new career trajectories in schools, colleges or universities. This book examines some of the issues surrounding these career transitions and the implications they have for professional learning. It serves as an invaluable yet accessible source of knowledge for all those interested in the professional learning needs and recognition of this heterogeneous occupation.

While globalization has had tremendous influence on the world of teaching, national cultural traditions continue to influence systems of schooling, national curricula, and teachers’ values and classroom practices. This book explores the effects of globalisation on teachers through an examination of the values held by beginning teachers in three distinctly different education systems. Utilizing interview data from teachers within the social democratic traditions of Norway, the ‘corporatist welfare’ regime seen in Germany and the more individualised, market-led approach to education adopted in England, the book highlights the extent to which teacher identity formation is impacted by national pedagogic traditions, national policy contexts and institutional settings. The study examines the convergence and divergence between the three systems and their culturally specific settings. Students and scholars in the fields of Education Studies, Teacher Education and Training, and Comparative Education will find this book a fascinating and important read.

While globalization has had tremendous influence on the world of teaching, national cultural traditions continue to influence systems of schooling, national curricula, and teachers’ values and classroom practices. This book explores the effects of globalisation on teachers through an examination of the values held by beginning teachers in three distinctly different education systems. Utilizing interview data from teachers within the social democratic traditions of Norway, the ‘corporatist welfare’ regime seen in Germany and the more individualised, market-led approach to education adopted in England, the book highlights the extent to which teacher identity formation is impacted by national pedagogic traditions, national policy contexts and institutional settings. The study examines the convergence and divergence between the three systems and their culturally specific settings. Students and scholars in the fields of Education Studies, Teacher Education and Training, and Comparative Education will find this book a fascinating and important read.

For trainee teachers studying to teach the 14 to 19 age group in secondary schools and colleges, this book is a practical guide covering the essential skills that must be acquired in order to successfully complete your course.

Five sections cover education policy, professional skills, theory, practice and reflection. The authors provide teaching ideas that work, and that will help trainee teachers to improve their grades and lesson observation profiles. There is a clear explanation of the theoretical underpinning that must be grasped in order to pass written assignments, and Masters level debates are addressed throughout the book, with a dedicated chapter exploring academic themes and issues.

The book is packed with ideas for classroom activities, and popular topics covered include:

- essential educational theory

- behaviour and classroom management

- how to start off lessons

- ideas for group work

- setting homework

- evaluating your own practice, and understanding how you can improve

- revising for exams

- working as part of a team

- using technology

All the chapters contain learning objectives, discussion points, examples from practice, Masters level extensions (for those studying at that level) and suggestions for further reading.

Suitable for all those studying to teach the 14 to 19 age range, this book is ideal for those on Secondary PGCE, PGDE and GTP courses leading to QTS, those studying for the post-compulsory sector PTLLS, DTLLS and CTLLS qualifications and those doing Overseas Teacher Training and Teach First courses.

Warren Kidd and Gerry Czerniawski are former teachers with experience of working in diverse settings; they are both Senior Lecturers in the Cass School of Education, University of East London.

Contents cover:

- teaching tools to inspire and captivate

- motivation for learning

- engaging learners

- how to create a learning atmosphere

- classroom management

- cooperative learning

- learning outside of the classroom

- moving learners around the room

- assessment for motivation and engagement

- feedback and praise

- using emerging technologies to engage

- using homework

- supporting learners in learning how to learn

- challenging learners of all abilities

With reference to reflective practice, best practice and Continuing Professional Development (CPD), this book provides essential support for trainee teachers, new teachers and experienced teachers looking to extend their repertoire.

Warren Kidd is Senior Lecturer in Post Compulsory Education and Training at The Cass School of Education, University of East London.

Gerry Czerniawski is Senior Lecturer in Secondary Social Science and Humanities Education at the Cass School of Education, University of East London.

For trainee teachers studying to teach the 14 to 19 age group in secondary schools and colleges, this book is a practical guide covering the essential skills that must be acquired in order to successfully complete your course.

Five sections cover education policy, professional skills, theory, practice and reflection. The authors provide teaching ideas that work, and that will help trainee teachers to improve their grades and lesson observation profiles. There is a clear explanation of the theoretical underpinning that must be grasped in order to pass written assignments, and Masters level debates are addressed throughout the book, with a dedicated chapter exploring academic themes and issues.

The book is packed with ideas for classroom activities, and popular topics covered include:

- essential educational theory

- behaviour and classroom management

- how to start off lessons

- ideas for group work

- setting homework

- evaluating your own practice, and understanding how you can improve

- revising for exams

- working as part of a team

- using technology

All the chapters contain learning objectives, discussion points, examples from practice, Masters level extensions (for those studying at that level) and suggestions for further reading.

Suitable for all those studying to teach the 14 to 19 age range, this book is ideal for those on Secondary PGCE, PGDE and GTP courses leading to QTS, those studying for the post-compulsory sector PTLLS, DTLLS and CTLLS qualifications and those doing Overseas Teacher Training and Teach First courses.

Warren Kidd and Gerry Czerniawski are former teachers with experience of working in diverse settings; they are both Senior Lecturers in the Cass School of Education, University of East London.