Teacher training

This book focuses on sustaining communities of practice in primary and secondary schools in Australia and internationally for the professional learning of all teachers, and particularly, early career teachers.

This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices.

This book discusses emerging issues related to teaching-learning  in Indian higher education and the integration of technology.

This book addresses the background of classroom flipping, explores the theoretical underpinnings for why flipping works, and shares current success stories in practice.

This book provides commentary on the influence of multi-layered political contexts that surround the work of teacher educators worldwide.

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 responds to calls for further advancing knowledge creation in schools.

This book examines challenges associated with the education of teachers in and for rural places.

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 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 offers various perspectives on the complex and crosscutting concepts of the science, technology, engineering, and mathematics (STEM) disciplines in the classroom context.

This book focuses on the elusive out-of-field teaching phenomenon and its direct effects on quality education globally.

This book examines a range of complex issues concerning the professional experience (i.

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.

The book approaches the subject of ethics in science from a pedagogical and pragmatic viewpoint and addresses the need to effectively deal with these issues in science classrooms at the K-12 and undergraduate levels, drawing on real-world cases to do so.

This book investigates the ways in which pre-service teachers develop and articulate their professional knowledge by presenting their reflections on contemporary issues and topics they have explored during their own teaching practicums.

This book explores how educators are proactively working to reclaim teacher professionalism by engaging in exemplary practice and promoting quality education for all.

This book shares global perspectives on Catholic religious education in schools, chiefly focusing on educational and curriculum issues that take into account the theology and the pedagogy which support learning in connection with Catholic religious education.

This book offers a vital new approach to teacher professional learning, drawing on teachers' stories from the field.

This book enhances readers' understanding of science teachers' professional knowledge, and illustrates how the Pedagogical Content Knowledge research agenda can make a difference in teachers' practices and how students learn science.

This book uses social support as a central theme to provide a sound underpinning for guiding teachers to play more supportive roles in schools.

This book provides a one-stop resource for mathematics educators, policy makers and all who are interested in learning more about the why, what and how of mathematics education in Singapore.

This book identifies and surveys the major themes around 'out-of-field teaching', that is, teaching subjects or year levels without a specialization.

This pivot considers the impact of INSET courses on EFL teachers practicing under the national curriculum reform in China.

This book explores how well teachers are prepared for professional practice.

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 is the foundational book for the new series, Teacher Education, Learning Innovation and Accountability.

This book demonstrates school-based approaches to primary science teacher education.

This book explores teaching and learning through science investigation and practical work.

This book takes a fresh look at 'professional experience' in initial teacher education in Australia.

This book examines new directions in home-school relations from an international perspective.

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.

The book analyzes worldwide changes in school organization and the teaching profession, and how the profession has been impacted by education policies that promote assessments and accountability.

This book discusses the interwoven themes of teacher learning and classroom assessment, highlighting the complexity and intricacy of these processes in a range of very different classroom contexts.

This volume considers the role of initial and continuing teacher education in uncertain times.

This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies.

This book presents a participatory action research study exploring the social identity and academic literacies of bilingual preservice teachers.

This volume sheds light on debates about personalised learning in teacher education by exploring the popular emergence of personalising learning in education and hence its significance in teacher education in the 21st century.

This book explores integrated education and learning, with a focus on new approaches such as artificial intelligence and ChatGPT.

This book offers a comprehensive overview of the changes in foreign language teachers' cognition and practices during a four-year innovation project at a Chinese secondary school, and explores the factors that influenced the trajectory of those changes.

This volume presents a comprehensive overview of inclusion and diversity in education across the globe.

This book uses research and personal stories from university lecturers to explore pedagogical strategies that illuminate how students' minds can be 'switched on' in order to unlock their extraordinary potential.

This short book provides an introduction to the study of education, outlining the dual purpose of education - to help people live well and to help develop a world worth living in.

This textbook focuses on research in movement integration and the benefits of physical activity to the child's physical, cognitive, emotional, and social development.

This book provides a comprehensive overview of navigating the on-going systemic challenges, hardships, and problems facing many indigenous teacher education programs today, helping to foster a commitment to developing quality indigenous teacher education programs that are sustainable, distinctive and excellent.

This book details the findings of a small-scale research study on the use of real-time coaching in pre-service teacher education, founded upon the nexus of teacher education, mentoring, immediate feedback, teacher effectiveness, technology-enhanced learning and innovative approaches to developing better teaching practices.

This book provides a detailed account of the origin, development, administration, revision and subsequent research findings on the benchmarking initiative from 1996-2016.

This is the first book to connect the concepts of active learning and deep learning, and to delineate theory and practice through collaboration between scholars in higher education from three countries (Japan, the United States, and Sweden) as well as different subject areas (education, psychology, learning science, teacher training, dentistry, and business).

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.