This book shows the results of research in different countries on how to measure digital competence among future generations of teachers and facing the challenges brought by the convergence of analogue and digital media.
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 volume looks at the recontextualization that results from the international transfer of dual modes of vocational education and training (VET), typically focused on apprenticeships, in their countries' new nation-specific and local context, highlighting the absorptive capacities and the different modes of duality in VET.
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 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 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 has been selected for the 2024 NASPAA (Network of Schools of Public Policy, Affairs, and Administration) Outstanding Scholarship of Teaching and Learning Book Award.
With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by Graham Crookes, Hilary Janks and Allan Luke, this book promotes critical language education and illustrates how a critical agenda can be enacted in English language education in real classrooms.
This book provides significant information regarding the policies and provisions for early childhood teacher education programs in universities in fourteen different countries.
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 analyzes stories of university early childhood faculty members, community activists in southern California, and children and the early childhood teacher education students working with them.
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 provides a comprehensive and balanced description of learning and teaching by connecting it to secondary and higher education teachers' experiences and practices in day-to-day life.
This edited book is a collection of keynote speeches in the 3rd Global Teacher Education Summit in Beijing Normal University from October 14 to 16, 2017.
This book explores the ideas and background of teacher education policy development in China and implications for the contemporary Chinese education system.
This book project poses a major challenge to Japanese science education researchers in order to disseminate research findings on and to work towards maintaining the strength and nature of Japanese science education.
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 combines perspectives from psychology, spiritual education and digital teaching pedagogies in a transnational framework to discuss the Education in Human Values Program (EHV) for child development, with a focus on silent sitting, mindfulness, meditation and story-telling as tools in the classroom.
This book offers insights into how design-based processes, principles, and mindsets can be productively employed in diverse P-16 educational spaces by a myriad of educational actors including teachers, instructional leaders, and students.
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 addresses the significant problems that can arise for pre-service teachers, teachers and school leaders who are unprepared for the complexities of 21st century teaching.
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 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 addresses the background of classroom flipping, explores the theoretical underpinnings for why flipping works, and shares current success stories in practice.
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 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 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.
