Helen Stokes – författare

This is a time of challenge for teachers with burgeoning workloads and unsustainable conditions, parental demands and challenging student behaviour. Within this climate of challenge, including that of teacher retention, education systems around the world have had to develop strategies to professionalise and improve the status of teaching.

Divided into three distinct sections covering the future of teacher professionalism, reimagining pedagogical practices in challenging contexts, and professional learning to meet the needs of the profession, Critical Conversations in Teacher Education explores issues across the lifespan of teaching, including initial teacher education and in service professional learning. Drawing on research conducted broadly in the Australian educational space, chapter authors discuss the areas of culturally responsive practice, AI, climate change, classroom environments, micro credentials, and teacher retention.

The research covers a wide range of settings, from early childhood through to primary and secondary settings as well as exploring a wide range of topics that are of interest to educators both in schools and at a system level and offers valuable considerations for shaping the future of the teaching profession.

This is a time of challenge for teachers with burgeoning workloads and unsustainable conditions, parental demands and challenging student behaviour. Within this climate of challenge, including that of teacher retention, education systems around the world have had to develop strategies to professionalise and improve the status of teaching.

Divided into three distinct sections covering the future of teacher professionalism, reimagining pedagogical practices in challenging contexts, and professional learning to meet the needs of the profession, Critical Conversations in Teacher Education explores issues across the lifespan of teaching, including initial teacher education and in service professional learning. Drawing on research conducted broadly in the Australian educational space, chapter authors discuss the areas of culturally responsive practice, AI, climate change, classroom environments, micro credentials, and teacher retention.

The research covers a wide range of settings, from early childhood through to primary and secondary settings as well as exploring a wide range of topics that are of interest to educators both in schools and at a system level and offers valuable considerations for shaping the future of the teaching profession.

The area of trauma-informed positive education (TIPE) is a recently emerging field in educational studies. Schools serving communities contending with educational inequity have many students identified as trauma-affected, with significant unmet learning and social emotional needs.

This groundbreaking study and first book in the Emerald Studies in Trauma-Informed Education series is the first longitudinal research in trauma informed positive education, and the first research to link the professional learning and ongoing implementation of TIPE pedagogical practices to changed student perceptions of school and collective teacher efficacy over a four-year period.

Providing examples of how schools implement TIPE and using case studies from two schools that were experiencing difficulty with their delivery of learning and wellbeing outcomes for students, the authors explore how implementing TIPE pedagogical practices can bring about school change. There is a focus on student wellbeing, collective teacher efficacy and assisting students to be ready to learn. The case studies that are explored will be of interest to school practitioners and system leaders working with students who are are not yet ready to learn and disengaged from school.

The area of trauma-informed positive education (TIPE) is a recently emerging field in educational studies. Schools serving communities contending with educational inequity have many students identified as trauma-affected, with significant unmet learning and social emotional needs.

This groundbreaking study and first book in the Emerald Studies in Trauma-Informed Education series is the first longitudinal research in trauma informed positive education, and the first research to link the professional learning and ongoing implementation of TIPE pedagogical practices to changed student perceptions of school and collective teacher efficacy over a four-year period.

Providing examples of how schools implement TIPE and using case studies from two schools that were experiencing difficulty with their delivery of learning and wellbeing outcomes for students, the authors explore how implementing TIPE pedagogical practices can bring about school change. There is a focus on student wellbeing, collective teacher efficacy and assisting students to be ready to learn. The case studies that are explored will be of interest to school practitioners and system leaders working with students who are are not yet ready to learn and disengaged from school.