This volume addresses both 'evidence of impact' and 'impact of evidence' to reveal the complex dialogue between the enterprise of teacher education and evidence of its effects in the early 21st century, taking a critical position on the very notions of 'evidence' and 'impact' that underpin contemporary policy frameworks.
This book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children's interactions and the co-production of knowledge in everyday communication.
Based on the teachings of Jesus and a biblical foundation, this book presents a new framework for education and teaching, referred to as the shalom education model, that addresses four essential questions in education (why teach, what to teach, how to teach and who are teachers?
This book describes, problematises and theorises professional practice research in a range of Australian settings to provide evidence of robust, wide-ranging and contemporary approaches to professional experience in initial teacher education.
Given the increasing speed of change and the information explosion around the world, this book draws attention to the practice of teaching for conceptual understanding, which has been heralded as an effective approach within many curriculum frameworks.
This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment.
This book presents cutting-edge research findings in areas critical to advancing reading research in the 21st century context, including new literacies, reading motivation, strategy instruction, and reading intervention studies.
This book provides significant information regarding the policies and provisions for early childhood teacher education programs in universities in fourteen different countries.
This book discusses the perspectives and practices of teacher education programs in order to shed new light on the national priorities, policies, curriculum inputs, delivery mechanisms, challenges and future trends in 20 selected countries.
This book goes through the changing pattern of various stages of teacher education development in Autism Spectrum Disorder, and then analyses the factors bearing on them.
This book focuses on the role of cultural background in Korean public schools, and provides essential insights into how Korean teachers perceive and respond to the transition of their classroom situations with Korean language learners.
This book reflects on science education in the first 20 years of the 21st century in order to promote academic dialogue on science education from various standpoints, and highlights emergent new issues, such as education in science education research.
This book explores the ideas and background of teacher education policy development in China and implications for the contemporary Chinese education system.
This book provides a refreshing look at kindergarten teachers' practical knowledge and their context-specific reasoning of the usefulness of constructivism from a culturally emic perspective.
This book reports on studies contextualised within the curriculum development of General Studies in primary education and Liberal Studies in secondary education in Hong Kong.
This edited book is a compilation of research by the members of the Out-of-Field Teaching Across Specialisations (OOF-TAS) Collective, and is the second book by the Collective.
This book investigates the professional learning needs of teachers beyond initial teacher education, focusing on teachers in complex teaching positions, such as out-of-field teaching practices.
This book offers a philosophical inquiry into the idea of curriculum as confession and considers how it can help us answer questions of justice, selfhood, and truth.
This book offers a comprehensive overview of how inclusion for students with special educational needs (SEN) has developed and is continuing to evolve in mainstream schools across the Asia-Pacific region.
This book is about the generative nature of leading practices when teachers, as learners, participate in long term action research projects for the purpose of professional development.
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.
This book offers various perspectives on the complex and crosscutting concepts of the science, technology, engineering, and mathematics (STEM) disciplines in the classroom context.
This book explores teacher well-being in light of the increasingly ethnically diverse profiles of schools and classrooms, focusing on socially and linguistically diverse teaching contexts.
This book has been selected for the 2024 NASPAA (Network of Schools of Public Policy, Affairs, and Administration) Outstanding Scholarship of Teaching and Learning Book Award.
This book helps educators provide opportunities for their students to engage in creative and collaborative projects that blur the lines between subjects and promote problem-finding and problem-solving activities.
This book critically explores urgent questions that researchers, educators, and policy makers need to consider and address in order to better our understanding and capacity to transform education.
This book investigates how teacher educators can facilitate the professional development of Content and Language Integrated Learning teachers, and discusses the effectiveness of such efforts and factors affecting it.
This book provides a holistic picture of how Chinese turnaround schools have been remarkably improved over the years and to arouse further discussion in this regard.
This book explores innovative approaches to teacher professional learning, examples of teaching enacted in classrooms, and factors affecting the promotion of quality teaching in socio-scientific issues and sustainability contexts.
This book explores an area that has been somewhat overlooked in the literature to date - the current status and future trends of English education in Oman.
This encyclopaedia is a dynamic and living reference that student teachers, teacher educators, researchers and professionals in the field of education with an accent on all aspects of teacher education, including: teaching practice; initial teacher education; teacher induction; teacher development; professional learning; teacher education policies; quality assurance; professional knowledge, standards and organisations; teacher ethics; and research on teacher education, among other issues.
Drawing on three decades of practical investigations, this book establishes new understandings about the importance of learning through work, outlining its purposes, contributions, conceptions and the curriculum, pedagogical and personal practices that shape its effectiveness.
This book offers insight into designerly ways of knowing from the perspectives of experts and professionals engaging in diverse forms of design in workplaces and other public domains.
This comprehensive book presents emerging research findings and promising reform practices in the field of teacher education, curriculum, assessment, teaching and learning approaches, pedagogical innovations, and professional development in educating the next generation of globally competent students.
This book addresses a broad range of issues related to mental health in higher education in Australia, with specific reference to student and staff well-being.
This handbook gathers in one volume the major research and scholarship related to multicultural science education that has developed since the field was named and established by Atwater in 1993.
