The book explores the state of social studies education within selected East Asian societies and provides some insights into distinctive classroom practices. In an increasingly volatile and unpredictable world, the education of young people who both understand the contexts in which they are growing up and see the need for engaging with them is a top priority. This task falls to social studies education which carries the responsibility for inducting young people into their social world and helping them to see the role they can play within it. This is particularly important in East Asia where strong economic growth, long held cultural values and diverse political systems create an environment that challenges young people on multiple fronts. This book, with its team of regional authors, shows how different societies in the region are dealing with these challenges and what can be expected from future citizens. The book will appeal to policy makers, researchers and teachers interested in the current state of social studies education in East Asian societies.

English is the most widely taught and learned language in the world and is used for communication among speakers from different language backgrounds. How it can be effectively taught and learned, what English means to, and how it can be "owned" by, non-native speakers of English in Asia and elsewhere, are all issues that warrant contemplation. This edited collection addresses these issues and more by looking at a wide range of topics that are relevant and timely in contexts where English is taught as a foreign language. The authors offer novel perspectives gleaned from theory and actual practice that can inform English language teaching in Asia and beyond. This book will be of interest to researchers, policymakers, curriculum developers, and practitioners in the field of English teaching and learning.

This book explores the phenomenon and process of Europeanisation in the field of teacher education. Drawing on comparative case studies in Austria, Greece and Hungary, it examines empirical data and analyses key themes around the continuum of teacher education, the development of teacher competence frameworks, and the support to teacher educators. The book is the first of its kind to systematically research the landscape of European teacher education, exploring the interactions between national and European influences in the trajectory of teacher education policy and practice. Chapters offer an original and in-depth understanding of European influences that draw on evidence from policy documents and interviews with relevant stakeholders. It argues that teacher education systems are being Europeanised, although at different speeds and directions for each country. Factors such as the socio-political and economic contexts, historical traits and policy actors' preferences at both national and institutional levels determine the translation process. This book will be of great interest for academics, educational researchers, practitioners and policymakers in Europe and beyond, informing wider discussions about the emerging European context in teacher education, education policy and what it means to be a European teacher.

Novel standards framework offers a set of interlocking and mutually reinforcing elements that move from developing questions and planning inquiries to communicating conclusions and taking informed action. Presents a field-tested model based on work done with nearly 90 classroom teachers, university faculty, and state education department personnel. Makes a signature contribution to the field by appealing to both practitioner and academic audiences through the curricular and pedagogical opportunities evident in the Inquiry Design Model.

* Combines the history of RE with contemporary international perspectives * Internationally relevant - Plural RE model followed by numerous European countries * Engages with the curriculum and offers a section on SEND * Offers planning and assessment tools for teachers

This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.

Thank you, teacher, for making a difference! This uplifting book by motivational speakers Brad Johnson and Hal Bowman provides daily encouragement to keep you feeling inspired on your educational journey. It features 100 letters, written by teachers across the country and addressed to YOU. The letters highlight topics such as celebrating small successes, bringing out the best in your students, and knowing your worth. The book is perfect for teachers of all grade levels, and for principals to buy their teachers for schoolwide morale. Read one letter each morning to kick off your day, or use them to launch staff meetings or PD days. The comforting, affirming advice will remind you why you've chosen this profession, that you're not alone, that you can get through your toughest days, and that you're having a big impact!

This book examines the significance of teacher expertise in the drive to improve quality and effectiveness. Scrutinising both key conceptual issues and current policy developments and approaches, the authors analyse educational systems from around the world and question how different cultural contexts and systems can implement measures to improve teacher effectiveness. The book analyses factors such as policy change and teacher evaluation as well as the regulation of the teaching profession to determine how these aspects can influence the expertise of individual teachers. As numerous policy interventions have tried to define and enhance teacher quality to raise pupil achievement, this book calls for an interrogation of this stance and signals a need to consider an alternative approach. This book will appeal to students and scholars of teacher effectiveness and professional learning, as well as researchers and policymakers.

* This book provides a range of perspectives and real stories from educators teaching overseas across multiple international school contexts and positional roles. * Includes essays, vignettes, and personal anecdotes that stem from the lived experiences of international educators in the field. * This book will address the challenges and acclimation issues many new teachers face when taking their first assignment overseas. * This book fills a gap -- international educators have few practical resources from which to learn about the experiences of their peers.

* This book provides a range of perspectives and real stories from educators teaching overseas across multiple international school contexts and positional roles. * Includes essays, vignettes, and personal anecdotes that stem from the lived experiences of international educators in the field. * This book will address the challenges and acclimation issues many new teachers face when taking their first assignment overseas. * This book fills a gap -- international educators have few practical resources from which to learn about the experiences of their peers.

- offers much-needed practical guidance on how to close the writing gap - grounded in the very best available evidence into writing development - engages the reader by interweaving pedagogical features that explore the 'story' of writing - promotes a subject-specific approach, placing the importance of reading with all teachers - written by a leading authority, known to teachers through his blog www.theconfidentteacher.com.

This insightful volume problematizes essentialized views of language and culture and raises awareness around the complex relationship between language, identity, and interculturality in the Global South. This collection brings together cutting-edge research and theoretical discussions on the linguistic, cultural, and political forces that shape multilingual Colombia. Highlights the country's unique sociolinguistic landscape and offers new insights into multilingualism in the Global South.

* Covers all aspects of teaching languages with specific chapters on using visuals, texts, grammar and vocabulary * Focuses on the nuts and bolts of classroom practice providing strategies and examples to show what outstanding language teaching looks like * Explores how the best teachers interact with their classes and focus on individual students needs and abilities

-Offers an important and timely contribution to the research on practical theorising in teacher education, which acknowledges the importance of experience and reflective practice but embraces the essential need for teachers to engage with evidence from research. -Explores both the challenges and opportunities presented by practical theorising, and the tensions introduced by performance culture in education, giving educators a range of tools to help navigate these demands and challenges. -Includes perspectives from university-based and school-based teacher educators, showing how the process of practical theorising has been supported across a range of different programs and formats.

Multimodal composition is a meaningful and critical way for students to tell their stories, make good arguments, and share their expertise in today's world. In this helpful resource, writer, teacher, and best-selling author Angela Stockman illustrates the importance of making writing a multimodal endeavor in K-5 workshops by providing peeks into the classrooms she teaches within. Chapters address what multimodal composition is, how to situate it in a writing workshop that is responsive to the unique needs of writers, how to handle curriculum design and assessment, and how to plan instruction. The appendices offer tangible tools and resources that will help you implement and sustain this work in your own classroom. Ideal for teachers of grades K-5, literacy coaches, and curriculum leaders, this book will help you and your students reimagine what a workshop can be when the writers within it produce far more than written words.

This book contributes to our understanding how teachers can improve classroom dialogue and thereby boost student learning. The book reports the results of intervention research based on professional development program for teacher. Participating teachers strived, with the help of the researchers, to instigate a rich and authentic dialogue in their classrooms. The data shows that teachers were able to change their talk and interaction patterns, and this was followed by a desirable change in their students who started to talk more and expressed more complex thoughts. The book not only reports on a successful intervention, but most importantly investigates in depth the teacher experiences and ways of learning during the intervention project.

A Curriculum of Wellness seeks to encourage a deeper discussion about teaching our children how to be healthy and live well. It makes a significant contribution to the field of education as it features influential curriculum concepts nuanced with action research principles in a unified, intimate, and deeply relational inquiry into physical education teacher practice. This work presents a very practical yet complex and wisdom-guided way to transform teaching practices that follow more holistic understandings of wellness. A new mode of curriculum inquiry, wisdom-guided inquiry, is presented, providing an opportunity to open up a fresh avenue to understand curriculum and become engaged in discussions that concern teaching, learning, and public education. An outstanding feature of this book is its transdisciplinarity. While the story is situated within physical education discipline, this book has implications for all teachers and teacher educators because it provides insights that encourage us to consider more carefully the subjective insights of teachers and to understand these as central to being and becoming a teacher. A Curriculum of Wellness is essential reading for curriculum and pedagogy scholars, teacher educators, teachers, and other health-related professionals to think differently about curriculum and pedagogy - making it a great option for many related graduate and undergraduate courses.

This book illustrates how the experiential histories of teachers shape and inform the knowledge of teachers as professionals. Situating personal experiences into the context of social, political, and economic events gives clarity to the intercultural dynamics of being Chinese and Western. What can we learn from each other to transform our teaching and learning? The book engages in a cross-cultural perspective that is highly relevant for teachers, teacher education, curriculum making and policy planning for a global community. The book is also an invitation to internationalize the classroom for teaching and learning in a diverse and global world, and to educators and policy makers to expand our understanding of cross-cultural complexities for an increasingly diversified and global community. By viewing the classroom through the multiple lens of different cultures, educators have an opportunity to cross over to see, experience, and understand how others live.

College students finishing their academic preparation programs face the difficult challenge of transitioning into the teaching profession. In a short period of time, they can no longer function as a student themselves and must immediately transform into a professional educator. This can be a difficult challenge for a young person and they need guidance doing this successfully. The one opportunity college students have in gaining practical experience as a teacher is through the student teaching experience. Unfortunately, many students squander this critical opportunity and finish their assignment without maximizing their own learning and without capitalizing on professional opportunities that they will need to be hired as a teacher. By building a professional brand name through a thoughtful preservice teaching experience, novice educators are better able to survive the application and interview process and secure a teaching position. Capitilizing on the difficult transition point between the college experience and the school environment is more important than ever. When this is done in a systematic and thoughtful manner, educators can be certain that they are as prepared as possible to enter the demanding profession of education.

Educational Psychology and Transformational Classrooms uniquely positions teachers' transformational experiences as central to understanding and implementing educational psychology research. Across three well-developed case studies using narrative inquiry methods, this volume explores moments of significant change, learning, and evolution in teaching and learning. Each case is followed by analyses from educational psychologists focusing on the three central actors in the learning experience-students, teacher, and context-and is then concluded with case authors' responses to the analyses provided. Showcasing the holistic experience of teaching before unpacking it with theory and research, this book centers classroom life and posits educational psychology as an ideal and accessible lens for its examination.

This compelling book takes you inside a teacher's journey to explore the question of gender in education. Jason Ablin uses his background in math teaching, school leadership, and neuroscience to present expert interviews, research, and anecdotes about gender bias in schools and how it impacts our best efforts to educate children. He provides practical takeaways on how teachers and leaders can do better for students. There is also a handy Appendix with step-by-step guides for facilitating faculty-wide conversations around gender; writing learning reports without gender bias; using student assessments to check gendered attitudes about learning; evaluating learning spaces; and creating an inquiry map of your classroom. As a teacher, administrator, DEI director, or homeschooling parent, with the strategies and stories in this book, you'll be ready to embark upon your own journey to balance the gender equation and create greater equity for all of your students.

Contains practical strategies on increasing motivation and engagement post-pandemic. Offers inspiration and hope for educators considering leaving the profession. Written in a conversational style.

* The book provides an understanding of the learning and teaching science with reference to the current discourses on the nature of science among teachers and students * The book explains the key concepts relating to science from subjects like physics, chemistry and biology, pertaining to middle secondary school level * Focuses on developing adaptive expertise among science teachers and educators through a structured pedagogic content knowledge approach. * Will be of interest to students and teachers of B.Ed./M.Ed. program, secondary and higher secondary schools, teacher educators, curriculum designers, teacher education institutions, departments of education and those working in the areas of science education across US and UK.

* The book provides an understanding of the learning and teaching science with reference to the current discourses on the nature of science among teachers and students * The book explains the key concepts relating to science from subjects like physics, chemistry and biology, pertaining to middle secondary school level * Focuses on developing adaptive expertise among science teachers and educators through a structured pedagogic content knowledge approach. * Will be of interest to students and teachers of B.Ed./M.Ed. program, secondary and higher secondary schools, teacher educators, curriculum designers, teacher education institutions, departments of education and those working in the areas of science education across US and UK.

This proceedings volume of InCoTEPD 2018 covers many ideas for handling a wide variety of challenging issues in the field of education. The outstanding ideas dealing with these issues result in innovation of the system. There are many innovation strategies resulting from recent research that are discussed in this book. These strategies will become the best starting points to solve current and future problems. This book provides an in-depth coverage of educational innovation developments with an emphasis on educational systems, formal or informal education strategies, learning models, and professional teachers. Indeed, those developments are very important to be explored for obtaining the right way of problem-solving. Providing many ideas from the theoretical foundation into the practice, this book is versatile and well organized for an appropriate audience in the field of education. It is an extremely useful reference for students, teachers, professors, practitioners, and government representatives in many countries.