Critical Guides for Teacher Educators – serie

This is an essential text for anyone interested in teaching primary school children, including teacher educators, classteachers and headteachers. What constitutes outstanding or good teaching of children in the primary years is rarely discussed other than in terms of measurable outcomes in literacy and numeracy. This book presents a different view of the distinctive learning needs of 5-11 year-olds and examines the knowledge, skills and attributes required to meet these, especially as a classteacher. Informed by research, but linking this with practical examples, it examines how teachers with a high level of expertise with young children actually think, act and interact. While highlighting the features of such expertise, the challenges of developing it are not overlooked, and the text provides practical pointers on how to do this in both initial teacher education and continuing professional development.

This title is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.

An essential guide to a number of important theories of professional learning, of particular value both to those taking on new responsibilities in relation to initial teacher education (ITE) and those interested in developing new ways of working in partnership. Each chapter provides a concise and critical overview of a key theory and then considers how it might impact on the processes and organisation of teacher education, drawing on key pieces of literature throughout. The book responds to the growth of interest and research in professional and work-based learning including ideas such as communities of practice, activity theory and socio-cultural theory alongside already established models such as those of Schön, Eraut and Shulman. In addition changing models of teacher education mean there are new ways of understanding professional learning as practices, roles and identities are re-established.

This book is designed to help the growing group of school-based teacher educators and those based in higher education develop excellent professional practice across their institutions. The first part of the book provides personal challenges to teacher educators, helping them to develop their own identity beyond that of being a classroom teacher and to recognise the values, knowledge and practices that are unique to them as part of the international community of teacher educators. This includes how to develop their pedagogy to embrace the needs of their trainees, and a realistic approach to developing an academic and scholarly aspect to their identity. The second part of the book describes some of the themes that underpin outstanding provision in teacher education including a broad curriculum, an enquiry-based approach, building a learning community, developing reflective practitioners, having an ethos of high aspiration, evaluation of impact and strong partnerships. Theory and practice are closely linked throughout with illustrations drawn from a variety of different settings.

This book is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.

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 draws these themes together as a means to support the induction and further professional development of teacher educators.

A critical review of initial teacher education partnerships, putting forward a set of principles necessary for the development of effective ITE partnership working.

A valuable reference and pedagogical tool for teachers and teacher educators on key issues related to teaching pupils from disadvantaged and impoverished backgrounds.

This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years’ pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals. It is framed by a principle of continued professional dialogue as integral to, and essential for, effective practice. It:

Provides teacher educators with an understanding of the issues around mathematics anxiety and a framework of teaching strategies to support trainees and teachers in primary settings in developing confidence in learning and teaching mathematics.

A critical exploration of assessment and feedback for teacher educators and all those involved in giving and receiving feedback within the education sector.

Stories of success from a range of contexts and settings that demonstrate how to develop as a successful teacher education researcher.

A research-based yet highly practical exploration of using digital video within both HEI- and school-based teacher education, suitable for primary and secondary programmes.

A range of detailed narratives about practice written by teacher educators, for teacher educators, carefully curated by the author to draw out key learning points, including a range of coaching questions.

A critical guide for teacher educators and early career mentors in supporting the development of professional judgement and intuitive practice.

A clear, concise and critical account of the theory and practice of teacher educator expertise as both relational and second order, that is how to work with someone else so they are able to learn the how and why of teaching.