Many inservice teacher educators are experienced classroom teachers; however, they have little-if any-formal training in the design of professional development. As a result, they are likely to use an unintentional design process to create professional development that conflicts with what research has found to be effective, and lacks the capacity to change deeply held pre-existing beliefs, attitudes, and assumptions of inservice teachers. This book provides inservice teacher educators with a design process developed especially for them, in-depth knowledge of the research foundation of the process, and the confidence to use that process effectively. This book will provide a comprehensive view of the relationship between the effectiveness of professional development and its design.

In this book we respond to a higher education environment that is on the verge of profound changes by imagining an evolving and agile problem-based learning ecology for learning. The goal of doing so is to humanise university education by pursuing innovative approaches to student learning, teaching, curricula, assessment, and professional learning, and to employ interdisciplinary methods that go far beyond institutional walls and include student development and support, curriculum sustainability, research and the scholarship of teaching and learning, as well as administration and leadership. An agile problem-based learning (PBL) ecology for learning deliberately blurs the boundaries between disciplines, between students and teachers, between students and employers, between employers and teachers, between academics and professional staff, between formal and informal learning, and between teaching and research. It is based on the recognition that all of these elements are interconnected and constantly evolving, rather than being discrete and static. Throughout this book, our central argument is that there is no single person who is responsible for educating students. Rather, it is everyone's responsibility - teachers, students, employers, administrators, and wider social networks, inside and outside of the university. Agile PBL is about making connections, rather than erecting barriers. In summary, this book is not about maintaining comfort zones, but rather about becoming comfortable with discomfort. The actual implementation is beyond the scope of this book and we envisage that changing perceptions towards this vision will itself be a mammoth task. However, we believe that the alternative of leaving things as they are would ultimately prove untenable, and more distressingly, would leave a generation of students afraid to think, feel, and act for themselves, let alone being able to face the challenges of the 21st century.

- Provides a user-friendly guide to how teachers can use Nudges - small, behaviourally-informed changes which apply psychological principles to common problems - to improve motivation and behaviour. - provides practical examples from schools that have used these approaches - written by leading teacher trainer, blogger and speaker that is gaining international recognition for his work in this area.

* Shares the successes and the problems that were solved by a diverse group of UK and international educators during the global pandemic. * Will help and inspire any teacher develop skills to support blended learning in whatever teaching situation they find themselves. * Introduces new ways of working and pedagogical approaches appropriate for developing global skills. * Encourages teachers to build on new skills developed during and post COVID-19 including distance and blended learning, use of technology and new ways of relating to students.

This book details the development and impacts of anti-sexism professional development (PD) workshops for preservice teachers. Designed to help teacher candidates recognize gender inequity and think more deeply about their role as anti-sexist educators, Dismantling Educational Sexism through Teacher Education explores how workshops can respond directly to issues manifesting in US schooling such as misrepresentation, androcentric pedagogy, and sex(ual/ist) harassment using an intersectional approach. By documenting participants' learning, the text offers valuable insight into how teacher candidates view their role in combatting sexism and illustrates how an anti-sexism curriculum can positively impact on educators' beliefs, discourses, and teaching practices. This volume will be a valuable resource for researchers and scholars involved in teacher education and issues of gender equity more broadly, as well as teacher educators seeking a theoretical framework for anti-sexism trainings.

Training Teachers in Emotional Intelligence provides pre- and in-service teachers with foundational knowledge and skills regarding their own and their students' emotions. Teachers are increasingly charged with providing social-emotional learning, responding to emotional situations in the classroom, and managing their own stress, all of which have real consequences for their retention and student achievement. Focused on the primary/elementary level, this book is an accessible review of children's emotional development, the role of emotions in learning, teaching, and teachers' professional identity. The book provides strategies for teachers to foster their emotional awareness, use emotions to promote learning and relationships, foster emotional competencies in students, and stay emotionally healthy.

Chinese language, the first language spoken and used by the largest population in the world, has witnessed a significant global increase. Chinese as a Second Language (CSL) has thus received unprecedented attention, and teaching and learning of CSL have transcended the national boundary. This book reports a case study of training teachers of CSL in Australia with a significant implication to the western English-speaking countries such as Canada, New Zealand, the UK and the USA. The book is unique in several ways. On a theoretical level, the book analyses knowledge-based and competence-based teacher education, provides an in-depth examination of post-method pedagogy and deconstructs traditional aspects of second language teacher education, making a case for the new concept of "three dimensions". On a practical level, the Australian-based case study employs qualitative methods to gather the feedback from teacher educators, teacher trainees and students who are undergoing CSL training, and further reports on studies on CSL teaching practicum in local schools and abroad. Training Teachers of Chinese in Australia is a book for established scholars, researchers, educators, and research higher degree students who are interested in teacher education, second and foreign language education and Chinese as a second language (CSL).

The Montgomery bus boycott, Student Nonviolent Coordinating Committee (SNCC), and Brown v. Board of Education reveal incentives to reform as a result of economic, political and legal threat. It is difficult to change a person's heart, or to change based on moral conviction alone. However, policies and laws can be established that will change a person's behavior. Historically, there was rarely a time where societal changes were the result of a desire to do what was morally right. Doing what is right was contingent upon economic advantages, political motivation or the threat of litigation. By the mid 1900s the NAACP had learned a valuable lesson in the South, that litigation or the threat of litigation was an effective tool in the quest for educational equality (Douglas, 1995). More recently, the #metoo movement and the Los Angeles teacher's strike exposed corrupt behavior and insufficient working environments that have existed for decades. What is different? They have been exposed through political, economic and legal means. As it pertains to educating African Americans, there was an ongoing role of servitude in the political economy of the South (Anderson, 1988). This was subsequently disrupted through political, economic, and legal measures during Reconstruction. Racist ideologies and economic advantages were seen through Jim Crow Laws (Roback, 1984) that were again disrupted through political, economic, and legal methods. Education has also been cited as what perpetuates our democracy. It is institutions that afford its citizens the skills and knowledge necessary for political participation (Rury, 2002). Even when legal cases are unsuccessful, such as Puitt v. Commissioners of Gaston County or Plessy v. Ferguson, they can forge the way to successful litigation dismantling racist ideologies that oppress African Americans. Although the Puitt decision did not remove the processes of discrimination against Black schools, it left intact the legal basis on segregated and unequal education (Douglas, 1995). As citizens, it is imperative that we participate in the political process and use our authority to mandate the changes we would like to see in urban education. When theorizing this book, the intent was to provide an interdisciplinary look at solutions to critical issues in urban education through political, economic, and legal avenues. This book seeks to provide an interdisciplinary approach to solving the issues in education while connecting it to the effects on teacher preparation. Using historical and recent examples, scholars can piece together solutions that will guide others to political, economic, and legal action necessary to dismantle systems that have bound Black and Brown children. It is our intent to offer innovative, yet grounded solutions that can purposefully move the conversation about solutions to critical issues in education to political, economic, and legal actions.

Is your knowledge and understanding of systematic synthetic phonics secure? Do you understand the difference between graphemes and phonemes? Is your phonics teaching both engaging and interactive? Systematic synthetic phonics is central to the teaching of early reading and is a key element in Ofsted inspections. For your pupils, learning about phonics represents an integral part of their journey to becoming successful readers and writers. This book offers you tried and tested ideas for developing an understanding of phonics and the development of effective pedagogy. Designed to be read over a week, it is divided into seven concise chapters detailing clear strategies, examining the strategy in action and summarising the relevant underpinning theory.

The history of instructional supervision has been relatively constant. From the days when the first colonists arrived and established schools for their children until today instructional supervision has consistently focused on the critical examination of a teacher's classroom behavior with the assumption that supervising individual teachers could significantly improve teaching and learning throughout a school system. That assumption has proven to be flawed. The author believes that the focus of instructional supervision needs to shift off of individual teachers to focus on transforming the organization design and functioning of entire school systems. Instead of observing teachers working in their classrooms a re-imagined instructional supervision process would focus on transforming three sets of key system variables: Transform the system's environmental relationships, transform the system's core and support work processes, and transform the system's internal social infrastructure. Supervising Knowledge Work describes the salient features of a re-imagined supervision process called Knowledge Work Supervision that is designed to transform entire school systems.

Transition to school represents a time of great change for all involved. Many transition to school programs have been developed to support positive transitions to school. While these programs have involved complex planning and implementation, often they have not been evaluated in rigorous or systematic ways. This book brings together Australian and international perspectives on research and practice to explore approaches to evaluating transition to school programs. For children, school is quite different from anything else they have experienced. For families and educators, there are considerable changes as they interact with new people and take on new roles. Developing effective transition to school programs is a key policy initiative around the world, based on recognition of the importance of a positive start to school and the impact of this for future school engagement and outcomes. Throughout the chapters of this book, authors from Australia, Germany, Sweden, Ireland and Jamaica share examples of evaluation practice, with the aim of encouraging educators to reflect on their own contexts and adopt evaluation practices that are relevant and appropriate for them. The book brings together the fields of evaluation research and transition to school. A wide range of examples and figures is used to relate research and practice and to illustrate possible applications of evaluation strategies. Evaluating Transition to School Programs highlights the importance of multiple perspectives of the transition to school and offers suggestions about how the perspectives of children, families, educators and community members might be included and analysed in evaluation strategies. Other themes throughout the book include the importance of collaboration, respectful and trusting relationships, practitioner-driven inquiry, strengths-based approaches and developing programs that are responsive to context. This book is written for educators and leaders in early years and primary school settings, and will also be of interest to researchers, students and policy makers in the field.

Transition to school represents a time of great change for all involved. Many transition to school programs have been developed to support positive transitions to school. While these programs have involved complex planning and implementation, often they have not been evaluated in rigorous or systematic ways. This book brings together Australian and international perspectives on research and practice to explore approaches to evaluating transition to school programs. For children, school is quite different from anything else they have experienced. For families and educators, there are considerable changes as they interact with new people and take on new roles. Developing effective transition to school programs is a key policy initiative around the world, based on recognition of the importance of a positive start to school and the impact of this for future school engagement and outcomes. Throughout the chapters of this book, authors from Australia, Germany, Sweden, Ireland and Jamaica share examples of evaluation practice, with the aim of encouraging educators to reflect on their own contexts and adopt evaluation practices that are relevant and appropriate for them. The book brings together the fields of evaluation research and transition to school. A wide range of examples and figures is used to relate research and practice and to illustrate possible applications of evaluation strategies. Evaluating Transition to School Programs highlights the importance of multiple perspectives of the transition to school and offers suggestions about how the perspectives of children, families, educators and community members might be included and analysed in evaluation strategies. Other themes throughout the book include the importance of collaboration, respectful and trusting relationships, practitioner-driven inquiry, strengths-based approaches and developing programs that are responsive to context. This book is written for educators and leaders in early years and primary school settings, and will also be of interest to researchers, students and policy makers in the field.

This book offers insights into the lived experiences (e.g., teaching, research, and practicum supervision) of TESOL teacher educators in diverse institutional and socio-cultural contexts. Informed by a situated, ecological perspective, it draws on a variety of research approaches (e.g., qualitative, action research, and self-study), and sheds light on how language teacher educators engage in daily practice and social interactions. This edited collection examines how TESOL educators cope with potential contextual obstacles (e.g., the theory-practice divide), and how they seek their continuing professional development in complex, shifting higher education settings. The book offers critical and thoughtful reflections of current practice and policies in language education and higher education, and provides practical implications on the preparation and development of frontline language teachers.

- Despite the greatly increased interest in drama integration in the foreign-language classroom over the past two decades in Great Britain and the USA, there is no text on the English-speaking market that offers such a comprehensive resource for teachers of German - this book is thus aimed both at language instructors who have no or little experience in play direction or drama pedagogy, as well as those who have experience but still appreciate fresh ideas and approaches, particularly considering the exciting current trends in contemporary theatre -

Experienced editors bring widespread knowledge of foundations of teacher preparation from global contexts. Volume invites teachers to reflect on their work rather than simply be technicians of their work. Connects teachers' often abstract motivations to the realities of the profession.

- Provides a user-friendly guide to how teachers can use Nudges - small, behaviourally-informed changes which apply psychological principles to common problems - to improve motivation and behaviour. - provides practical examples from schools that have used these approaches - written by leading teacher trainer, blogger and speaker that is gaining international recognition for his work in this area.

* Shares the successes and the problems that were solved by a diverse group of UK and international educators during the global pandemic. * Will help and inspire any teacher develop skills to support blended learning in whatever teaching situation they find themselves. * Introduces new ways of working and pedagogical approaches appropriate for developing global skills. * Encourages teachers to build on new skills developed during and post COVID-19 including distance and blended learning, use of technology and new ways of relating to students.

Even the best, most accomplished teachers make (sometimes big) mistakes. But as the experts and authority figures in their classrooms, teachers face myriad pressures to have all the answers and, in some cases, to work miracles. This book brings together first-hand stories from classrooms across the globe of hard-won lessons stemming from teachers' mistakes and failures both small and colossal to show how becoming expert actually necessitates failure. It's through their mistakes that the most successful people arrive at greatness. Failure Before Success brings together accounts from everyone from a world-renowned Finnish education scholar and global policy advisor to distinguished professors of education to veteran teachers with decades of experience working in the complex field of teaching. While there are silver bullet books for teachers on the market, none match the comfort Failure Before Success offers by telling the stories of how some of the most accomplished in the field got it wrong and turned their mistakes into their greatest lessons on teaching excellence.

The CLEAR curriculum, developed by University of Virginia's National Research Center on the Gifted and Talented, is an evidence-based teaching model that emphasizes Challenge Leading to Engagement, Achievement, and Results. In Fiction and Nonfiction: Language Arts Units for Gifted Students in Grade 4, students will read and analyze short stories and write their own short story in the fiction unit. In the nonfiction unit, students will study nonfiction (and creative nonfiction) texts to examine how writers use many of the same devices to tell nonfiction stories. Students will read a variety of texts and will write their own memoirs. These units focus on critical literacy skills, including reading diverse content, understanding texts as reflections of culture, and finding bias in fiction and nonfiction. Grade 4

Written by the Dean of Teacher Education at the National Institute for Education in Singapore Offering practical lessons for emulating Singapore's teacher education reform Explores the use of cutting edge technology such as IoT in educating teachers Examines both the profession of teaching and the preparation of teachers

Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment. Body-based processes-direct physical, social, and environmental interactions-are constantly mediating intellectual performance, sensory stimulation, communication abilities, and other conditions of learning. This book's coherent, evidence-based framework articulates principles of grounded and embodied learning for design and its implications for curriculum, classroom instruction, and student formative and summative assessment for scholars and graduate students of educational psychology, instructional design and technology, cognitive science, the learning sciences, and beyond.

Self-Care for Allied Health Professionals brings together a collection of self-care strategies into one easy-to-read volume, supporting Allied Health Professionals to do the best for their patients by caring for themselves. The book offers information and practical strategies to look after your physical and emotional wellbeing at home and in the workplace, exploring topics such as sleep and food, resilience and meditation, stress, conflict and adversity. Written to be a flexible tool that can be read cover to cover or dipped in and out of as needed, it offers rapid response self-care strategies alongside more lasting changes, supporting practitioners to make small steps to build healthy habits for the future. Key features of this book include: -- A combination of quick response strategies, like a five-minute breathing exercise you can use before a difficult meeting, and opportunities for deeper work, examining your purpose and aligning your role with your values. -- Combines ancient practices of meditation and mindfulness with the latest research on nutrition, exercise, sleep and wellbeing. -- Consideration of the challenges professionals face in the context of pandemics and a changing health and social care landscape, helping you to thrive in a challenging world. Self-care has never been more important. This is a book that every Allied Health Professional and trainee should have on their desk, to improve productivity, enhance job satisfaction and build resilience for whatever the future brings.

Designed to apply across grade levels, Design Thinking for Every Classroom is the definitive teacher's guide to learning about and working with design thinking. Addressing the common hurdles and pain points, this guide illustrates how to bring collaborative, equitable, and empathetic practices into your teaching. Learn about the innovative processes and mindsets of design thinking, how it differs from what you already do in your classroom, and steps for integrating design thinking into your own curriculum. Featuring vignettes from design thinking classrooms alongside sample lessons, assessments and starter activities, this practical resource is essential reading as you introduce design thinking into your classroom, program, or community.

Pragmatic ability is crucial for second language learners to communicate appropriately and effectively; however, pragmatics is underemphasized in language teaching and testing. This book remedies that situation by connecting theory, empirical research, and practical curricular suggestions on pragmatics for learners of different proficiency levels: It surveys the field comprehensively and, with useful tasks and activities, offers rich guidance for teaching and testing L2 pragmatics. Mainly referring to pragmatics of English and with relevant examples from multiple languages, it is an invaluable resource for practicing teachers, graduate students, and researchers in language pedagogy and assessment.

This book, originally published in 1988, is designed for two types of reader: teachers trying out active learning methods and those with responsibilities for curriculum coordination and staff development. Its view of PSHE, and of the balance between personal and social values, is argued in relation to theoretical and practical questions which teachers can explore through a variety of exercises as they read. The authors offer four models of PSHE and a technique to help teachers identify these different approaches in practice. A framework is suggested for distinguishing PSHE form other areas, including the Pastoral Curriculum, Health Education, Moral Education and Careers Education, and a procedure, using grids, is described to help identify which elements of PSHE are being taught and by whom. Given their commitment to a holistic view of health, in which both individuality and collaboration have a place, the authors argue for active teaching methods and include examples of a wide range of PSHE exercises and evaluation techniques for use in schools. The book also discusses the importance of 'healthy' whole school organisation and suggests strategies for staff development.