* A handbook to guide teacher educators * The five methods are handy tools for teacher educators to cultivate pre-service teachers' practical knowledge in initial teacher education programmes * Most of the methodologies are first-time used in teacher education research in mainland China * Cases built on nearly 400 pre-service teachers contribute Chinese perspective to teacher practical knowledge, which has been little studied in previous research

This book presents voices of educators describing their pedagogical practices inspired by the ethical ontological dialogism of Mikhail M. Bakhtin. It is a book of educational practitioners, by educational practitioners, and primarily for educational practitioners. The authors provide a dialogic analysis of teaching events in Bakhtin-inspired classrooms and emerging issues, including: prevailing educational relationships of power, desires to create a so-called educational vortex in which all students can experience ontological engagement, and struggles of innovative pedagogy in conventional educational institutions. Matusov, Marjanovic-Shane, and Gradovski define a dialogic research art, in which the original pedagogical dialogues are approached through continuing dialogues about the original issues, and where the researchers enter into them with their mind and heart.

Hopkins, Bruce Joyce, Michael Huberman, Matthew Miles, and Virginia Richardson. But we have chosen to present our own experience and empirical data first and then, in Part 3, to show how this experience and data relates to models which have been proposed by others. We will address here methodological issues concerned with collecting and interpreting evidence of relationships amongst the many individual and situational factors associated with PD, and re-visit the arguments about 'process-product' research on PD. In the light of our experience, we will interrogate models of PD which have been proposed by others and attempt to move forward our total understanding of the process of the professional development of teachers for educational change. In conclusion, we will look at some current national practice in professional development, concentrating on the recent English experience of introducing 'strategies' into schools but referring also, by way of contrast, to the situation in the United States. WHAT'S THE PROBLEM? Why has the professional development of teachers already exercised so many good minds for so long? And how can we justify adding another book to this field? The answer to both questions must lie in the continuing demand from society in general (at least as interpreted by politicians and newspaper editors) for improvements in the quality of education.

This book provides a practical and theoretical guide based on preexisting and original research data to issues surrounding planned organizational change strategies, core competencies, tools, actions and an understanding of employee sensemaking of the change process needed for effective leadership in the ever-changing higher education setting.

This book addresses issues related to ethics and integrity in teacher training. Authors pay special attention to the role ethics plays in teaching practice and the importance of establishing expectations for students to learn with integrity from a young age. The book celebrates global perspectives on ethics and integrity for pre-service teachers, acknowledging that although some aspects of ethics are universal, the ways in which these are implemented can vary. Contributors present original research, case studies, and recommendations for practice and teaching. The book draws on a range of theoretical and conceptual foundations including applied ethics, academic integrity, and moral education.

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.

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 provides a practical and theoretical guide based on preexisting and original research data to issues surrounding planned organizational change strategies, core competencies, tools, actions and an understanding of employee sensemaking of the change process needed for effective leadership in the ever-changing higher education setting.

This book relates to the experiences and initiatives of teacher education institutions in the Southern Africa region to empower teachers to cope with teaching and learning in the digital age. The book covers the impacts of digital technologies on the teaching and learning process. Online and blended learning, digital pedagogies, the design of curricula and learning experiences to address the learning needs and profile of learners are considered in this book. Furthermore, the way in which pre- and in-service teachers learn about alternative modes of assessment will also be considered. In this regard, innovative concepts such as renewable and situated assessments, multimodal assessments, digital storytelling and e-portfolios, amongst others, were explored.

* Equips educators with plan and tools to guide students through passion projects for a personalized learning experience. * Includes newly revised handouts, updated online resources, and fresh strategies for successful classroom implementation. * New edition features content on helping readers avoid common classroom pitfalls.

Student Writing Tutors in Their Own Words collects personal narratives from writing tutors around the world, providing tutors, faculty, and writing center professionals with a diverse and experience-based understanding of the writing support process. Filling a major gap in the research on writing center theory, first-year writing pedagogy, and higher education academic support resources, this book provides narrative evidence of students' own experiences with learning assistance discourse communities. It features a variety of voices that address how academic support resources such as writing centers have served as the nucleus for students' (i.e., both tutors and their clients) sense of community and self, ultimately providing a space for freedom of discourse and expression. It includes narratives from writing tutors supporting students in unconventional spaces such as prisons, tutors offering support in war-torn countries, and students in international centers facing challenges of distance learning, access, and language barriers. The essays in this collection reveal pedagogical takeaways and insights about both student and tutor collaborative experiences in writing center spaces. These essays are a valuable resource for student writing tutors and anyone involved with them, including composition instructors and scholars, writing center professionals, and any faculty or administrators involved with academic support programs.

This fully updated third edition of Becoming an Outstanding Primary School Teacher includes new material on blended learning, pedagogical leadership and teaching entrepreneurial skills. It offers comprehensive coverage of all the key topics that engage primary teachers, including planning, meeting curriculum demands, promoting positive behaviour, assessment, engaging with parents, research, and professional development. Throughout, Russell Grigg draws on theory, research, and case studies of classroom practice to discuss what it takes to become an outstanding primary teacher, making this essential reading for raising pupils' standards of achievement through high quality teaching. How do primary teachers who excel in their work approach topics such as planning and assessment? What strategies do they use to inspire pupils when teaching English, Mathematics, Science, and other subjects? How do they keep on top of everything in managing workload and still get the best from pupils? These are the kinds of questions that this revised third edition addresses. It includes: * more than sixty ground-breaking infographics to convey key points in a highly accessible way * discussion of recent curriculum changes in the UK and the implications for high quality teaching * tried-and-tested classroom strategies, points for reflection and further research to bridge theory and practice * key concepts and international views on topics such as creativity, teachers' well-being, and assessment * reflections on the lessons from the recent pandemic such as the need for a robust digital pedagogy * extensive references for further research. Becoming an Outstanding Primary School Teacher has been updated to reflect significant changes in the context within which primary teachers operate both in the educational system and broader society. Providing a complete guide to the notion and practices of outstanding teaching, this a vital reference for trainee teachers, NQTs, and more experienced practitioners who aspire to excellence in their teaching.

Written by reading research expert Keith Topping, who has had many roles in assessment, including serving on the International Reading Association task force. Appropriate for a variety of educators who make decisions on reading programs, including teachers, instructional/literacy coaches, librarians, curriculum supervisors, and more. Contains practical strategies that districts can use to improve implementation of online tools, which are growing in importance due to COVID-19.

Learn how to make vocabulary instruction more effective by making better use of mini-lessons and word study time to achieve durable learning about words and how they work. In this essential new book, literacy expert Amy Benjamin presents her 4E model (Exposure, Exploration, Engagement, Energy) for teaching vocabulary so that students gain deep understanding, improving their overall language and literacy skills. Benjamin guides you through bringing these 4Es to life in your K-8 reading-writing workshop. -Exposure: Enrich your teacher talk with sophisticated words and phrases to facilitate natural language acquisition and application of new words. -Exploration: Promote consistent vocabulary growth with a multifaceted instructional approach that incorporates etymology, word associations, word families, spelling, and morphology. -Engagement: Build students' confidence by encouraging meaningful use of new words, both in and out of the classroom. -Energy: Enliven your workshop and increase participation with a variety of word games, puzzles, projects, and cooperative learning activities. Each chapter provides practical examples and scenarios to help you apply the model to your own classroom. The appendices include a variety of strategies for organizing reading-writing workshops, a thorough introduction to academic word lists and their role in vocabulary instruction, and an analysis of forty Latin and Greek word roots for mini-lessons.

Teachers not only serve as caretakers for the students in their classroom but also serve as stewards for society's next generation. In this way, teachers are charged with responsibility for the present and the future of their world. Shouldering this responsibility is no less than an existential dilemma that requires not only professional solutions but also personal responsibility rooted in subjective authenticity. In the edited volume, authors will explore how the philosophy of Existentialism can help teachers, teacher educators, educational researchers, and policymakers better understand the existential responsibility that teachers shoulder. The core concepts of Existential philosophy explored in this edited volume imply that a teacher's lived experience cannot be defined solely by professional knowledge or dictates. Teachers have the capacity to create subjective meaning through their own agency, and there is no guarantee that those subjective meanings will accord with professional dictates. Furthermore, there is no guarantee that professional dictates are more valid than the existential realities of individual teachers. The philosophy of Existentialism encourages individuals to reflect on the existential realities of isolation, freedom, meaninglessness, and death in an effort to propel individuals towards more authentic ways of engaging in the world. The chapters of this edited volume advance the argument that being and becoming a teacher must be understood - at least in part - from the subjective perspective of the individual and that teachers are responsible for authoring the meaning of their lives and of their work.

Teaching is an essential skill in becoming a faculty member in any institution of higher education. Yet how is that skill actually acquired by graduate students? Teaching as if Learning Matters collects first-person narratives from graduate students and new PhDs that explore how the skills required to teach at a college level are developed. It examines the key issues that graduate students face as they learn to teach effectively when in fact they are still learning and being taught. Featuring contributions from over thirty graduate students from a variety of disciplines at Indiana University, Teaching as if Learning Matters allows these students to explore this topic from their own unique perspectives. They reflect on the importance of teaching to them personally and professionally, telling of both successes and struggles as they learn and embrace teaching for the first time in higher education.

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.

Learner Choice, Learner Voice offers fresh, forward-thinking supports for teachers creating an empowered, student-centered classroom. Learner agency is a major topic in today's schools, but what does it mean in practice, and how do these practices give students skills and opportunities they will need to thrive as citizens, parents, and workers in our ever-shifting climate? Showcasing authentic activities and classrooms, this book is full of diverse instructional experiences that will motivate your students to take an agile, adaptable role in their own learning. This wealth of pedagogical ideas - from specific to open-ended, low-tech to digital, self-expressive to collaborative, creative to critical - will help you discover the transformative effects of providing students with ownership, agency, and choice in their learning journeys.

Learner Choice, Learner Voice offers fresh, forward-thinking supports for teachers creating an empowered, student-centered classroom. Learner agency is a major topic in today's schools, but what does it mean in practice, and how do these practices give students skills and opportunities they will need to thrive as citizens, parents, and workers in our ever-shifting climate? Showcasing authentic activities and classrooms, this book is full of diverse instructional experiences that will motivate your students to take an agile, adaptable role in their own learning. This wealth of pedagogical ideas - from specific to open-ended, low-tech to digital, self-expressive to collaborative, creative to critical - will help you discover the transformative effects of providing students with ownership, agency, and choice in their learning journeys.

SUNY Buffalo State is a unique urban comprehensive liberal arts public institution serving a large number of first generation college students. One flagship program at the college is the Professional Development Schools (PDS) consortium. Beginning in 1991 with one partner school, the SUNY Buffalo State PDS consortium now partners with approximately 45 schools locally, in Western New York, New York City, and across five continents. This book seeks to share the skills, knowledge, and examples of evidence-based practice of this innovative program to offer readers ideas for how teacher education and professional development might be re-conceptualized and re-energized.

With the aim to help teachers design and deliver instruction around world films featuring child protagonists, Cultivating Creativity through World Films guides readers to understand the importance of fostering creativity in the lives of youth. It is expected that by teaching students about world films through the eyes of characters that resemble them, they will gain insight into cultures that might be otherwise unknown to them and learn to analyze what they see. Teachers can use these films to examine and reflect on differences and commonalities rooted in culture, social class, gender, language, religion, etc., through guided questions for class discussion. The framework of this book is conceived to help teachers develop students' ability to evaluate, analyze, synthesize and interpret. The proposed activities seek to incite reflection and creativity in students, and can be used as a model for teachers in designing future lessons on other films.

A significant trend in teacher education is that of providing more clinical experiences for prospective teachers than was formerly the case, and offering them earlier in teacher preparation programs. This will help teacher educators acquire an understanding of the dimensions of clinical experiences and develop the ability to implement them in their unique situations. To facilitate this objective, the material included in this book combines significant research findings with current thinking regarding effective practice. This combination provides a base from which participants in clinical experiences can approach this important effort with competence and confidence.

* Equips educators with plan and tools to guide students through passion projects for a personalized learning experience. * Includes newly revised handouts, updated online resources, and fresh strategies for successful classroom implementation. * New edition features content on helping readers avoid common classroom pitfalls.

* 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.

Drawing on the author's lifelong practice in the non-competitive and defensive Japanese art of Aikido, this book examines education as self-cultivation, from a Japanese philosophy (e.g. Buddhist) perspective. Contemplative practices, such as secular mindfulness meditation, are being increasingly integrated into pedagogical settings to enhance social and emotional learning and well-being and to address stress-induced overwhelm due to increased pressures on the education system and its constituents. The chapters in this book explore the various ways, through the lens of this non-violent relational art of Aikido, that pedagogy is always something being practiced (on the level of psychological, somatic and emotional registers) and thus holding potential for transformation into being more relational, ecological-minded, and reflecting more 'embodied attunement.' Positioning education as a practice, one of self-discovery, the author argues that one can approach personal development as engaging in a spiritual process of integrating mind and body towards full presence of being and existence.