This book examines the current state of the field of mathematics pre-service teacher education through the theme of borders. Borders are ubiquitous; they can be used to define, classify, organize, make sense of, and/or group. There are many ways that the concept of a border illuminates the field of mathematics pre-service teacher education. Consequently, there are a multitude of responses to these borders: researchers and practitioners question, challenge, cross, blur, and erase them. Chapters include the following topics: explorations of mathematics across topics (e.g., geometry, algebra, probability) and with other disciplines (e.g., science, the arts, social sciences); challenging gender, cultural, and racial borders; exploring the structure and curriculum of teacher education programs; spaces inhabited by teacher education programs (e.g., university, community); and international collaborations and programs to promote cross-cultural sharing and learning. The book targets a readership of researchers and graduate students in integrated education studies, teacher education, practitioners of mathematics education, curriculum developers, and educational administrators and policy makers.

This book offers an important and timely critique of expertise, showing how it is a 'keyword' shaped by social, historical, and political debates about what counts as knowledge and truth, and who counts as experts. Using teacher expertise as an illustrative case, Jessica Gerrard and Jessica Holloway reflect on recent events, including COVID-19 and the climate crisis, to examine how expertise is never neutral, objective, or fixed. They argue that 'getting political' is not just an inevitable part of teacher expertise, but a necessary basis of any claim to it. Across the chapters, Expertise explores how expertise is socially constructed in relation to governance, uses of data and evidence, understandings of ignorance and the unknown, and - ultimately - power. Using contemporary and historical examples from international contexts, the authors address the political positioning of expertise and how this creates boundaries between who is an expert and who is not, and what is (and is not) expertise. Gerrard and Holloway argue that ongoing policy debates about teacher expertise cannot be resolved by neutral definitions of 'good teaching'. Rather, expertise is unavoidably political in its expression.

Community colleges serve as the open door to higher education for marginalized, place bound, and/or financially challenged students and communities. One of the key ways marginalization occurs in diverse geographies is through access limitations: access to affordable postsecondary education, access to curricula that lead to viable professions, access to diverse educational role models, and access to employment opportunities that can sustain communities. This underscores the importance of understanding "place" when addressing access and equity in higher education and the role of community colleges. The discussion of access and equity through the community college has implications for teacher education. Considering the documented importance of having a diverse teacher workforce in K-12 schools and the current mismatch between the diversity of students and the teachers in their schools, community colleges have a significant role to play. This book explores many topics related to the community college role in K-12 teacher education, including the community college mission, the policy landscape, partnerships, the transfer function, the community college baccalaureate, and others. Throughout the volume, the authors explore implications of access, equity, and geography and conclude with recommendations to guide future research and practice.

This book critically examines contemporary educational practices with a children's rights lens. Through investigating the factors that contribute to (or hinder) the realisation of children's rights in and through education in different contexts, it discusses how using a rights framework for education furthers the agenda for achieving international educational aims and goals. Using diverse international examples, the book provides a snapshot of the complexity of children's rights and education. It draws on the expertise of international research teams from Australia, England, Finland, Italy, Mexico, Poland, Portugal, Scotland, Spain, Sweden, Switzerland, and the United States, and highlights wide-ranging interpretations of the same mandate across different national contexts. Beginning with a critical overview of the broader context of children's rights in education, the book explores obligations for States and their representatives, tensions and convergences in implementation, and implications for teaching and learning. Using underutilised educational and theoretical concepts, it contributes to broadening understandings of children's rights, education and associated theoretical frameworks. Despite a human rights framework emphasising the indivisibility, interrelatedness and interconnectedness of all rights, the 'right to education' (Article 28) dominates discussions about children's rights and education. As such, equally important rights including the 'aims of education' (Article 29) are often less considered or absent from the conversation. Recognising that children's education rights involve more than just access and provision, this book advocates for a much broader understanding of the nuances underpinning children's education related rights. Chapter 10 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This book offers first-person narratives of teachers' curriculum encounters. The reflections of teachers are presented using Pinar's Method of Currere as a tool for undertaking deep analysis of teachers' curriculum encounters. The Method of Currere allows teachers to embody curriculum in all its forms, allowing for reflection on encounters in the formal, informal, hidden curriculum and beyond. The book aims to provide readers with a broad understanding of curriculum as the lived experience encapsulating the educational, personal, and professional life of the teacher. In this way teachers are able to trace and make sense of the development of their knowledge and make changes that lead to the continuous offering of quality education. The book will be of interest to students, scholars and practitioners involved in curriculum studies, teacher education/training, teaching, and general education.

In Internationalizing Teaching and Teacher Education for Equity: Engaging Alternative Knowledges Across Ideological Borders, editors Jubin Rahatzad, Hannah Dockrill, JoAnn Phillion, and Suniti Sharma, present a collection of teacher educators' cross?cultural perspectives on the formation of knowledge through the internationalization of teacher education. Each chapter contributes to ongoing discussions about the process of internationalization in teacher education, and the impact ofcrossing ideological boundaries on the practice of teaching and teacher education. The varied perspectives that authors offer establish the importance of ideological travel as imperative to preparing internationally competent educators. This collection seeksto engage readers in a variety of critical reflections on the often?presumed benefits of internationalization in teacher education. Through questioning the presumed benefits of globalization as a hegemonic ideology, readers will encounter alternativeperspectives that demonstrate the possibility of thinking otherwise. The diverse perspectives available in this book broaden theory, research, and practice, working toward more critical spaces of engagement with the process of internationalization. This collectionintends to challenge the maintenance of the dominant ideologies internationally through research from a multiplicity of backgrounds. Each chapter is informed by the authors' commitment to an ethical practice within teacher education for the purpose of constructing equitable social relations, understanding the process of internationalizing teacher education as a social justice movement. Opportunities and challenges within international teacher education are offered to inspire meaningful praxis. Planetary understandings inform readers through critical examinations of theory, research, and practice for the purpose of equitable social and educational transformations.

Teacher education is an evolving field with multiple pathways towards teacher certification. Due to an increasing emphasis on the benefits of field-based learning, teachers can now take alternative certification pathways to become teachers. The Handbook of Research on Field-Based Teacher Education is a pivotal reference source that combines field-based components with traditional programs, creating clinical experiences and "on-the-job" learning opportunities to further enrich teacher education. While highlighting topics such as certification design, preparation programs, and residency models, this publication explores theories of teaching and learning through collaborative efforts in pre-Kindergarten through grade 12 settings. This book is ideally designed for teacher education practitioners and researchers invested in the policies and practices of educational design.

This book focuses on teaching and learning with mobile technologies, with a particular emphasis on school and teacher education contexts. It explains a robust, highly-acclaimed contemporary mobile pedagogical framework (iPAC) that focuses on three distinct mobile pedagogies: personalisation, authenticity and collaboration. The book shows how mobile pedagogical practice can benefit from use of this framework. It offers numerous cutting-edge research resources and examples that supplement theoretical discussions. It considers directions for future research and practice. Readers will gain insights into the potential of current and emerging learning technologies in school and teacher education.

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. It contributes to the understanding of school improvement from a Chinese cultural perspective, solidifies the knowledge basis of school change theories, and expands the understanding of educational administration and policies in China.

This book focuses on the impact of sustained and evolving collaborations, showcasing research and scholarship in a faculty group-consisting of 28 professors from five regional universities-meeting and supporting each other since 2002. Originally an innovation introduced by Cheryl J. Craig and funded by a reform movement, the Faculty Academy continues to flourish in the fourth largest city in America long after the reform initiative abandoned its charge. Contributors to this volume represent all stages of careers, include all races and genders, and write from a multiplicity of disciplinary stances (literacy, mathematics, science, social education, multiculturalism, English as a Second Language, accountability, etc.). In addition to fascinatingly diverse perspectives on teacher education, the authors also investigate issues related to career trajectories-including experiences of vulnerability. The volume illuminates how the Faculty Academy works as a dynamic academic and social bond: not only as a glue that binds members in community, but also in rigorous intellectual commitments that fuel their collective knowing and advance their careers while providing leadership, mentorship, and modelling in up-close and timely ways.

From lesson-planning to instructional practice to classroom management, teachers must make choices constantly and consistently. Somtimes these decisions are easy, but there are some decisions that are very difficult. Such delicate decisions often arise in the world of education and may be detrimental to one's career. Thoughtful decision-making should be part of every educator's daily experience. In Tough Choices for Teachers: Ethical Challenges in Today's Schools and Classrooms, Infantino and Wilke help student teachers, new teachers, and experienced teachers think more deeply about ethical concerns. The case studies included by the authors involve ethical dilemmas dealing with honesty, integrity, and proper professional behavior. Thinking through these scenarios based in actual situations, educators are trained in ethical decision-making processes and necessary skils for dealing with problems that arise in KD12 schooling.

Early Career Teachers in Higher Education explores the experiences of Early Career Teachers (ECTs) through 13 personal teaching journeys from academics working across Africa, Asia, Australasia, Europe and South America. This edited volume contains the subjective narrative of each contributor's entry into academia, their pedagogic practice and the development of their multiple teaching identities. Their personal narratives and testimonies presented here will provide a valuable resource for ECTs and academics around the world as they begin teaching in higher education. In addition, this edited book highlights contemporary issues, such as precarity, casualisation, fragmentation of academic responsibilities and intersectionality, that shape contemporary ECT workloads.

This book is a rich resource for all those who support the learning of teachers. These teachers of teachers (ToTs) may find themselves: Being responsible for staff development within the context of a school; Running a one-off workshop or a longer in-service programme; Teaching university-based elements of an initial teacher preparation (ITP) programme; or Mentoring a trainee during the classroom based elements of their ITP or as part of an ongoing programme of inservice provision. Based on many years of experience in the field as ToTs and researchers, the authors provide strategies which support the following processes and practices: Designing and planning effective programmes to support teacher learning Planning sessions or sequences of sessions on such programmes Engaging in a one-to-one mentoring process Assessing teachers and their learning Managing your personal development as a ToTs

This book explores the ideas and background of teacher education policy development in China and implications for the contemporary Chinese education system. In addition, it examines the key themes of teacher education policies since 1949, including investigating Teacher Exchange and Rotation Policy, Teacher Policy in the Perspective of China's Alleviation of Education Poverty, Balanced Allocation Policy of Teachers in Chinese Urban and Rural areas, and the implementation effect evaluation of the free/public normal university student policy in China. All these policies contribute to explore the dramatic development of teacher education policy development in contemporary China.

In the era of globalisation and ease of international connectivity and business interactions, professionals from all over the world benefit from having a well-rounded view of business culture and organisational practise at the regional level. Cases on Management and Organizational Behaviour in an Arab Context provides a presentation of teaching cases emphasising the positive and negative experiences on a variety of management topics. Focusing on organisational behaviour and leadership in Arab countries and the impact of culture in management and behaviour, this publication is an essential resource for business professionals, managers and upper-level students seeking real-life examples of management and organisational situations in the Arab business world.

Teacher candidates need authentic practice with language learners so that they can test and hone their skills based on the concepts learned in their teacher education programs with real students. These candidates need practice before and beyond student teaching and fieldwork. If they are given the chance to practice during as many teacher education courses as possible and have access to language learners throughout their programs, they can focus on applying the specific content of each class they take in a real-world context with real students. Engaging Teacher Candidates and Language Learners With Authentic Practice highlights strategies teacher educators can use to give their teacher candidates authentic practice attached to coursework. By focusing on ways that authentic practice has been integrated into teacher preparation programs and studies that have been realized, this publication will provide practical ways for others to provide this authentic practice, which is much needed in teacher preparation programs. This book highlights topics such as pedagogy, student engagement, and intercultural competence and is ideal for educators, administrators, researchers, and students.

The field of political science has not given sufficient attention to pedagogy. This book outlines why this is a problem and promotes a more reflective and self-critical form of political science pedagogy. To this end, the author examines innovative work on radical pedagogy such as critical race theory and feminist theory as well as more traditional perspectives on political science pedagogy. Bridging the divide between this research and scholarship on both teaching and learning opens the prospect of a critical, radical and utopian form of political science pedagogy. With chapters on Socrates, Frantz Fanon, Paulo Freire, Leo Strauss, Sheldon S. Wolin, e-learning, and a prison field trip, this book outlines a new path for political science pedagogy.

Reform of teacher education is en vogue worldwide today due to the widespread belief that teacher education has the power to change traditional modes of schooling, educating new teachers who will be capable of improving the knowledge standard of children and boost the economic power of nations. The Struggle for Teacher Education brings together conceptual, comparative and empirical studies from Australia, England, Finland, The Netherlands, Norway, South Africa and South America to explore the ways in which professional education has been positioned in a reactive mode. The contributors discuss how teacher education is a contested division in higher education and look at how current reform efforts may limit the potential and work of teacher education, highlighting why this point needs more attention. Moreover, the collection reveals how teacher education's authorship on teacher professionalism may be weakened or strengthened by current reform drives and offers alternative models on how to rethink reforming teacher education.

This volume examines the agency of second/foreign language teachers in diverse geographical contexts and in both K-12 and adult education. It offers new understandings and conceptualizations of second/foreign language teacher agency through a variety of types of empirical data. It also demonstrates the use of different methodologies or analytic tools to study the multidimensional, dynamic and complex nature of second/foreign language teacher agency. The chapters draw on a range of theories and approaches to language teacher agency (including ecological theory, positioning theory, complexity theory and actor-network theory) that expand our understanding of the concept, while at the same time presenting various analytic approaches such as discourse studies and narrative inquiry. The chapters also analyze the connection of agency to other relevant topics, such as teacher identity, emotions, positioning and autonomy.

This edited volume presents the current state of the art of genetics education and the challenges it holds for teaching as well as for learning. It addresses topics such as how genetics should be taught in order to provide students with a wide and connected view of the field. It gives in-depth aspects that should be considered for teaching genetics and the effect on the student's understanding. This book provides novel ideas for biology teachers, curriculum developers and researchers on how to confront the presented challenges in a way that may enable them to advance genetics education in the 21st century. It reviews the complexity of teaching and learning genetics, largely overlooked by biology textbooks and classroom instruction. It composes a crucial component of scientific literacy.