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.

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.

This book provides a significant contribution to conversations about teacher quality and graduate readiness for teaching. It presents empirical insights into how a multidisciplinary team of researchers, teacher educators, and policy personnel mobilized for collective change in a standards-driven reform initiative. The insights are research-informed and critically relevant for anyone interested in teacher preparation and credentialing. It gives an account of a bold move to install a collaborative culture of evidence-informed inquiry to professionalize teacher education. The centerpiece of the book is the use of standards and evidence to show the quality of graduates entering the teaching workforce. The book presents, for the first time, a model of online cross-institutional moderation as benchmarking to generate large-scale evidence of the quality of teacher education. The book also introduces a new conceptualization of a feedback loop using summative data for accountability and formative data to inform curriculum review and program renewal. This book offers the insider story of the conceptualization, design, and implementation of the Graduate Teacher Performance Assessment (GTPA). It involves going to scale with a large group of Australian universities, government agencies, and schools, and using participatory approaches to advance new thinking about evidence-informed inquiry, cross-institutional moderation, and innovative digital infrastructure. The discussion of competence assessment, standards, and change processes presented in the book has relevance beyond teacher education to other professions.

The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers' professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education.

This book synthesizes the latest findings on neuroplasticity and learning, drawing on rich phenomenological research carried out with teachers, psychologists, parents and students from around the world to examine the implications for current teaching and for the advancement of learning methods. Building on the author's previous work in this area, the volume considers in depth the function of feelings and emotions in neuroplastic cognition, and provides an analysis of curriculum debates and assessment systems in the light of neuroplasticity. The final chapters explore the implications of brain plasticity outside of structured learning environments and in society at large. The book will appeal to students and scholars of psychology and education, as well as to educational psychologists, coaches, teachers and educational leaders.

This volume offers the personal narratives of school, district, and state education leaders engaged in ongoing pursuits of equity, as well as findings from research and from research-practice partnerships. The chapters offer glimmers of hope through glimpses into the experiences of education leaders in the US and New Zealand. None of the stories told offer a fool-proof formula for achieving the goal of culturally responsive, socially just, equity-minded schools. They each present the inherent complexities of enacting change in schools and school systems, and the blunders that happen along the way. Each chapter begins with guiding questions to focus readers' attention as they listen to - and really hear - the lived experiences of these authors. Chapters end with reflection questions to push others to work to move aspiration into action, to build ideas of how to engage with communities in meaningful and productive ways, and how to keep stoking the passion and dedication to face the next hurdle. Taken as a whole, the book offers a reminder to pause and celebrate small successes along the way. The disproportionate impact of the pandemic on communities of color make an edited volume with accessible stories of culturally responsive leadership for social justice particularly relevant, even necessary.

This book demonstrates the continuing relevance of economics for understanding the world, through a restatement of the importance of plurality and heterodox ideas for teaching and research. The Great Financial Crash of 2007-8 gave rise to a widespread critique of economics for its inability to explain the most significant economic event since the 1930s. The current straightjacket of neo-classical undergraduate economic teaching and research hinders students' understanding of the world they live in. The chapters in this book provide examples to demonstrate the importance of pluralistic and heterodox ideas from across the breadth of economics. The authors' plurality of approach is indicative of the fact that economics is a much broader discipline than the dominant neo-classical orthodoxy would suggest. This volume provides undergraduate students with a range of alternative ideas and university lecturers with examples whereby the curricula have been broadened to include pluralist and heterodox ideas.

This collection of multi/inter-disciplinary essays explores the transformative potential of Ashwani Kumar's work on meditative inquiry - a holistic approach to teaching, learning, researching, creating, and living - in diverse educational contexts. Aspiring to awaken awareness, intelligence, compassion, collaboration, and aesthetic sensibility among students and their teachers through self-reflection, critique, dialogue, and creative exploration, this volume: Showcases unique ways in which scholars from diverse disciplinary, cultural, and geographic contexts have engaged with meditative inquiry in their own fields. Provides a space where African, Asian, Buddhist, Indigenous, and Western scholars engage with the idea of meditative inquiry from their own cultural, philosophical, and spiritual traditions, perspectives, and practices. Explores a variety of themes in relation to meditative inquiry including arts-based research, poetic inquiry, Africentricity, Indigenous thinking, martial arts, positive psychology, trauma, dispute resolution, and critical discourse analysis. Offers insights into how the principles of meditative inquiry can be incorporated in classrooms and, thereby, contributes to the growing interest in mindfulness, meditation, and other holistic approaches in schools and academia. The diverse and rich contributions contained in this volume offer valuable perspectives and practices for scholars, students, and educators interested in exploring and adopting the principles of meditative inquiry in their specific fields and contexts.

Responding to the linguistic and cultural diversity of the U.S. K-12 student population and an increasing emphasis on STEM, this book offers a model for professional development that engages teachers in transformative action research projects and explicitly links literacy to mathematics and science curriculum through sociocultural principles. Providing detailed and meaningful demonstrations of participatory action research in the classroom, Razfar and Troiano present an effective, systemic approach that helps preservice teachers support students' funds of knowledge. By featuring teacher and researcher narratives, this book centers teacher expertise and offers a more holistic and humanistic understanding of authentic and empathetic teaching. Focusing on integrating instructional knowledge from ESL, bilingual, and STEM education, the range of cases and examples will allow readers to implement action research projects in their own classrooms. Chapters include discussion questions and additional resources for students, researchers, and educators.

Responding to the linguistic and cultural diversity of the U.S. K-12 student population and an increasing emphasis on STEM, this book offers a model for professional development that engages teachers in transformative action research projects and explicitly links literacy to mathematics and science curriculum through sociocultural principles. Providing detailed and meaningful demonstrations of participatory action research in the classroom, Razfar and Troiano present an effective, systemic approach that helps preservice teachers support students' funds of knowledge. By featuring teacher and researcher narratives, this book centers teacher expertise and offers a more holistic and humanistic understanding of authentic and empathetic teaching. Focusing on integrating instructional knowledge from ESL, bilingual, and STEM education, the range of cases and examples will allow readers to implement action research projects in their own classrooms. Chapters include discussion questions and additional resources for students, researchers, and educators.

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.

Pop Culture in Language Education provides comprehensive insight on how studies of pop culture can inform language teaching and learning. The volume offers a state-of-the-art overview of empirically informed, cutting-edge research that tackles both theoretical concerns and practical implications. The book focuses on how a diverse array of pop culture artifacts such as pop and rap music, movies and TV series, comics and cartoons, fan fiction, and video games can be exploited for the development of language skills. It establishes the study of pop culture and its language as a serious subfield within language education and applied linguistics and explores how studies of pop culture, its language, and its non-linguistic affordances can inform language education at various levels of proficiency and with various learner populations. Presenting a broad range of quantitative and qualitative research approaches including case studies on how pop culture has been used successfully in language education in and beyond the classroom, this book will be of great interest for academics, researchers, and students in the field of language education, applied linguistics, psycholinguistics, and sociolinguistics, as well as for language teachers and materials developers.

TESOL Teacher Education in a Transnational World critically examines theories and practices in contemporary TESOL teacher education to shed new light on the intersection of transnationalism and language teacher education. It emphasizes the scholarship of transnational mobility of language teachers, and showcases critical research from diverse contexts. The book fills a critical research gap by more fully examining the theory and practice of teacher education in a changing time when national identities and cross-border mobilities continue to figure prominently in scholarly discussions. Through a diverse set of epistemological, historical and theoretical perspectives along with methodological innovations, contributors of this volume not only index the dynamism of the scholarship of teacher education, but they also offer new forums for lively pedagogical debates. Featuring contributions from diverse educational and geographical contexts, including Europe, Asia, North America, and Latin America, the book moves the existing scholarship forward to more fully examine TESOL teacher education in relation to transnationalism. This book will be of great interest to academics, scholars, post-graduate students, teacher educators, policymakers, curriculum specialists, administrators, and other stakeholders interested in language teacher education, TESOL and applied linguistics

This book will assist aspiring and practicing school leaders with strategies to navigate transitions, balance relationships, and manage their time more effectively. All three components are necessary to manage stress and avoid burnout in today's fast-paced and always-on world of school leadership. While prep programs teach several important facets for the job, nothing quite prepares school leaders for the job's stress, time expectations, and public face. This book can help all school leaders in these areas!

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. The case studies demonstrate how classroom assessment is needed for teachers to learn about teaching and for them to be able to grow professionally and improve student learning. Although this volume is mainly situated in the unique and varied contexts of the Asia-Pacific region, it addresses the key issues of quality teaching, assessment, and accountability in a global context.

-Offers an interdisciplinary, five-lesson module using project- and problem-based learning to help seventh grade students investigate the health, social, and economic impacts of GMO production and consumption, designed to infuse real-world learning into K-12 classrooms. -Written and developed for seventh grade teachers, the book offers lesson plans guiding students to research different aspects of GMO production and consumption, analyze various sources of research, and share their findings by creating a documentary. -Anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning, which can be used in full or in part to meet the needs of districts, schools and teachers charting a course toward an integrated STEM approach.

First published in 1969, The Teaching of Science primarily deals with science teaching in secondary schools and universities but its searching discussion of criteria concerns all who have to do with education. The concise but well-documented treatments of the nature of the scientific process and of the social implications of science will be of interest to many scientists and especially useful for teachers of general studies. Professor Jevons looks first at why we should teach science and thereby sheds light on the more immediately practical problems of how it should be done. He thus does more than merely add to the already large volume of exhortation to make it more attractive and intellectually stimulating.

The work of school leaders is critical in this era, and there is heightened attention on the roles of the leaders as linked to student achievement and school improvement; school culture and climate; and the variables that impact achievement, improvement, culture and climate. The demands on school leaders have significantly changed. About a decade ago, the Southern Educational Regional Board suggested that school leaders impact as much as twenty percent of the achievement in schools. A few years later, the potential impact of school leaders increased to twenty-five percent. Throughout the chapters, the reoccurring concepts regarding the work of leaders are discussed. The need for leaders to move student learning and to respond to changes in education and challenges are contributing factors to the development of the Professional Standards for Educational Leaders (PSEL). In chapter 1 and in other chapters throughout the book; the links and importance between educational leadership and student learning are made. The standards provide a framework of the knowledge and skills needed for school leaders to be prepared for the challenges.

Translanguaging pedagogy values the dynamic interaction of languages. In doing so it promotes creative forms of learning in which critical literacy can develop in a trans-systemic approach. Thanks to the creation of translanguaging spaces, secondary school learners are engaged in plurilateral and multidirectional meaning making processes. While they are enquiring topical as well as socially and culturally relevant issues, they can develop critical engagement and civic empathy. The present volume provides a theoretical framework with descriptors for multilingual critical literacy. In addition, it showcases lesson-plans on rap-literature(s) in more languages (German, Italian, English, Spanish) and other multimodal and plurilingual inputs, as well as translanguaging tasks.

This unique book compares anthropogenic challenges in science and technology teacher education between the northern and southern contexts of Sweden and South Africa, respectively.

Presenting the results of a three-year research collaboration between science and technology teacher education researchers from South Africa and Sweden, the book explores theoretical perspectives and pedagogical experiences in response to challenges in the Anthropocene. It discusses research-informed practice in teacher education to address sustainable development. Chapters in the book collectively investigate the influence of current environmental and societal changes on the education of teachers, answering the question of how science and technology teacher education can adjust to current changes in the world and prepare new teachers for work in their future profession. Touching on issues such as climate change, global warming and pandemic diseases, the book uses a comparative approach and explores opportunities and possibilities for fulfilling the goals of science and technology education for sustainable development.　

The book offers recommendations and opportunities to implement sustainability issues and develop sustainable teaching strategies. It will be a key reading for researchers, academics and post-graduate students in the fields of teacher education, science and technology education, sustainability education and comparative education.

Table of Contents

Lists of figures

List of tables

Contributors

Preface

Foreword

Acknowledgements

A list of key terms

Introduction to the book

Miranda Rocksén, Elaosi Vhurumuku, Maria Svensson, Emmanuel Mushayikwa and Audrey Msimanga

Part I: Theoretical Perspectives, Policies and Curricula in Science and Technology Teacher Education

Sustainability in science and technology teacher education: A review of the literature

Miranda Rocksén, Elaosi Vhurumuku and Maria Svensson

Science and technology teacher education in South Africa and Sweden: A comparison of linked policies and curricula

Suresh Kamar Singh, Anna Maria Hipkiss, Portia Kavai, Kassahun Weldemariam, Nina Christenson and Washington Dudu

(Re)thinking teacher education in the Anthropocene: Perspectives from South Africa and Sweden

Kassahun Weldemariam, Nina Christenson, Alexina Thorén Williams, Emmanuel Mushayikwa and Suresh Kamar Singh

Linguistic opportunities and challenges of teaching science for sustainability in multilingual contexts

Audrey Msimanga, Miranda Rocksén and Anna Maria Hipkiss

Part II: Experiences and Pedagogical Practices in Science and Technology Teacher Education

Application of the design process in the light of the Anthropocene: A conceptual study

Malose Kola, Maria Svensson and Ann-Marie von Otter

Discussing pedagogical content knowledge and ESD for science teaching: Bridging theory and practice in the Anthropocene

Sally Windsor, Maria Svensson, Washington Dudu and Marlene Sjöberg

Exploring a South African and a Swedish teacher-education programme of Biology teachers for ESD: A comparative study

Portia Kavai, Alexina Thorén Williams and Maria Tsakeni

Culturally embodied learning as instructional practices in science education: Different contexts and different meanings

Emmanuel Mushayikwa, Miranda Rocksén, Sakyiwaa Danso Boateng, Samuel Khoza and Git Börjesson

Digital competence with respect to ESD for science and technology student teachers: A study of a South African and a Swedish university

Anne-Marie Cederqvist, Ann-Marie von Otter, Portia Kavai and Samuel Khoza

Science and technology teacher education in a global world: Concluding remarks

Elaosi Vhurumuku, Miranda Rocksén, Maria Svensson, Audrey Msimanga and Emmanuel Mushayikwa

Index

-Offers school-based mentors in Scotland a practical toolkit to develop their mentoring skills, giving them the guidance needed to effectively support trainee and newly qualified early years, primary, and secondary teachers. -Gives a broad overview of the mentoring process and of mentoring teachers for long-term career development, exploring the nature of the mentor-mentee role within the Scottish context, guiding the mentee through lesson planning, and offering strategies for observation and lesson analysis. -Includes lesson plans and feedback sheets, observation sheets, case studies, sample dialogues, and learning activities and exercise, giving mentors practical tools for use with teachers in a classroom setting. -Offers an online eResource offering downloadable resources and web-based training material.

- 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.

-Offers a structured, practical guide to reflection in teacher education and development, helping educators learn from their teaching, learning, and classroom experiences in a systematic and inspiring way. -Demonstrates how reflection enhances awareness of professional growth and identity, and can help overcome inner obstacles to further social justice and help empower diverse student populations. -Features examples based on everyday challenges faced by practitioners, and numerous exercises, all backed by the latest research, offering a useful for students, teachers, teacher educators, and others involved in communities of professional learning. -Offers a range of supporting material including downloadable tools, structures, and tutorial videos at www.korthagen.nl.

Dramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice. This is the first methodology book to address not just why but also how to teach digital literacies in the English language classroom. This book provides: A theoretical framework through which to categorise and prioritise digital literacies Practical classroom activities to help learners and teachers develop digital literacies in tandem with key language skills A thorough analysis of the pedagogical implications of developing digital literacies in teaching practice A consideration of exactly how to integrate digital literacies into the English language syllabus Suggestions for teachers on how to continue their own professional development through PLNs (Personal Learning Networks), and how to access teacher development opportunities online. This book is ideal for English language teachers, English language learners of all ages and levels, academics and researchers of all age groups and levels, academics and students researching digital literacies, and anyone looking to expand their understanding of digital literacies within a teaching framework.

Dramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice. This is the first methodology book to address not just why but also how to teach digital literacies in the English language classroom. This book provides: A theoretical framework through which to categorise and prioritise digital literacies Practical classroom activities to help learners and teachers develop digital literacies in tandem with key language skills A thorough analysis of the pedagogical implications of developing digital literacies in teaching practice A consideration of exactly how to integrate digital literacies into the English language syllabus Suggestions for teachers on how to continue their own professional development through PLNs (Personal Learning Networks), and how to access teacher development opportunities online. This book is ideal for English language teachers, English language learners of all ages and levels, academics and researchers of all age groups and levels, academics and students researching digital literacies, and anyone looking to expand their understanding of digital literacies within a teaching framework.