In this in-depth examination of self-study as a research methodology, an international selection of physical education scholars share their ideas and experiences and consider the value of self-study as a vector for highlighting the emerging conflicts, dilemmas, and debates currently developing in teaching and teacher education pedagogies. A vital new addition to Springer s series Self-Study of Teacher Education Practices, the volume is divided into three sections assessing the significance of the approach itself, offering detailed subject-relevant case studies, and exploring the nuances and controversies attending the evolution of the methodology.

The contributors show how self-study enables reflexivity in pedagogical practice, a notable lacuna in current critical research, and at the same time they make the technique accessible to scholars of physical education wanting a practicable introduction to the subject. The analysis also explores the implications of applying self-study to pedagogy itself, to the curriculum, and to human movement and educational practice more generally. By embracing more organic, emergent notions of research practice and learning, the book achieves a broader and more inclusive survey of pedagogical work in physical education teacher education that fully acknowledges the complexities of the field."

How do successful teacher education programmes deal with social, cultural and individual differences found within and between students, faculty and administrators? The aim of this work is to implicitly and explicitly explore these and related questions from an international perspective.

Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth - elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as 'values education' widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in general. This expanded purview is frequently described as pedagogy relating to 'values' and 'wellbeing'.

This contemporary understanding of values education, or values and wellbeing pedagogy, fits well with recent neuroscience research. This has shown that notions of cognition, or intellect, are far more intertwined with social and emotional growth than earlier educational paradigms have allowed for. In other words, the best laid plans about the technical aspects of pedagogy are bound to fail unless the growth of the whole person - social, emotional, moral, spiritual and intellectual, is the pedagogical target. Teachers and educationalists will find that this handbook provides evidence, culled from both research and practice, of the beneficial effects of such a 'values and wellbeing' pedagogy.

Susan L. Groenke and J. Amos Hatch It does not feel safe to be critical in university-based teacher education programs right now, especially if you are junior faculty. In the neoliberal era, critical teacher education research gets less and less funding, and professors can be denied tenure or lose their jobs for speaking out against the status quo. Also, we know that the pedagogies critical teacher educators espouse can get beginning K-12 teachers fired or shuffled around, especially if their students' test scores are low. This, paired with the resistance many of the future teachers who come through our programs-predominantly White, middle-class, and happy with the current state of affairs-show toward critical pedagogy, makes it seem a whole lot easier, less risky, even smart not to "do" critical pedagogy at all. Why bother? We believe this book shows we have lots of reasons to "bother" with critical pe- gogy in teacher education, as current educational policies and the neoliberal discourses that vie for the identities of our own local contexts increasingly do not have education for the public good in mind. This book shows teacher educators taking risks, seeking out what political theorist James Scott has called the "small openings" for resistance in the contexts that mark teacher education in the early twenty-first century.

Most would agree that a learning community of practice cultivates social and intellectual development in educational settings but what are the other benefits and what does a learning community actually look like in practice? This book explores such questions as: "Are learning communities essential in education?" "How are they designed and developed?" "What difference do they make in learning?" The book contains contributions of educators who share their research and practice in designing and implementing learning communities in school, university, and professional network settings. It presents their experiences, and the "how to" of these educators who are passionate about building and sustaining learning communities to make a real difference for students, teachers, faculty, and communities. Combining scholarly and practitioner research, the book offers practical information to teachers, school and university administrators, teacher educators, and community educators.

This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies. It explains futures methods, including scenario development and backcasting, and illustrates them with examples of research in science, technology and mathematics education contexts. By allowing the long-term influence of current trends to be considered and providing an opportunity to reflect on the present and imagine the future, scenarios provoke discussion on the directions that teacher education might take now. The book offers insights into the possibilities that might exist for teacher education futures and into how scenario building and planning can be used to inform debates about the present. Further, it suggests ways in which readers can influence the future of teacher education through understanding the drivers of change.

This book discusses novel research on and practices in the field of physics teaching and learning. It gathers selected high-quality studies that were presented at the GIREP-ICPE-EPEC 2017 conference, which was jointly organised by the International Research Group on Physics Teaching (GIREP); European Physical Society - Physics Education Division, and the Physics Education Commission of the International Union of Pure and Applied Physics (IUPAP). The respective chapters address a wide variety of topics and approaches, pursued in various contexts and settings, all of which represent valuable contributions to the field of physics education research. Examples include the design of curricula and strategies to develop student competencies-including knowledge, skills, attitudes and values; workshop approaches to teacher education; and pedagogical strategies used to engage and motivate students. This book shares essential insights into current research on physics education and will be of interest to physics teachers, teacher educators and physics education researchers around the world who are working to combine research and practice in physics teaching and learning.

Higher-order skills such as critical thinking, planning, decision-making and persistence are the key to success for today's students. With its novel approach to teaching and learning, 12 Brain/Mind Learning Principles in Action has been the go-to resource for thousands of teachers in leading their students to greater confidence and achievement. Now in an expanded third edition, Caine et al. offer three practical approaches to instruction-direct, problem or project-based learning, and the guided experience approach-while providing common-sense strategies to turn theory into effective classroom teaching. Features of the new edition include More strategies to deeply engage students and build foundational learning skills Guidance on peer-based professional development through Process Learning Circles Reflective questions and checklists for assessing progress Updated, real-life examples that illustrate brain-compatible learning in action Bridge research to practice through these innovative strategies to create a school environment where students and faculty learn and thrive.

Science Education: A Global Perspective is 'global' both in content and authorship. Its 17 chapters by an assemblage of seasoned and knowledgeable science educators from many parts of the world seek to bring to the fore current developments in science education and their implications. The book thus covers a wide range of topics in science education from various national and international perspectives. These include the nature of science, science and religion, evolution, curriculum and pedagogy, context-based teaching and learning, science and national development, socially-responsible science education, equitable access for women and girls in science and technology education, and the benefits of science education research. It ends on an optimistic note by looking at science education in 50 years' time with a recommendation, among others, for stakeholders to take the responsibility of preparing children towards a blossoming science education sector in an anticipated future world. This book is suitable for use by discerning researchers, teachers, undergraduate and postgraduate students in science education, and policy makers at all levels of education. Other educationalists and personnel in science and technology vocations will also find it interesting and useful as the reader-motivated approach has guided the presentation of ideas. Science Education: A Global Perspective is a rich compendium of the components of science education in context, practice, and delivery. Dr Bulent Cavas, Professor of Science Education, Dokuz Eylul Univerity, Buca-Izmir, Turkey/President-Elect, International Council of Associations for Science Education (ICASE) This book will be of immense relevance for current and future global strides in training and research in science education. Surinder K. Ghai, Chairman, Sterling Publishers Pvt. Ltd., New Delhi, India This book provides a refreshing insight into the current status and future direction of science education. It will be very useful to researchers, those pursuing undergraduate and post-graduate courses in science education, and all other personnel involved in the policy and practice of science education. Dr. Bennoit Sossou, Director/Country Representative, UNESCO Regional Office in Abuja, Nigeria

Lily Orland-Barak offers us a breathtaking work of science ?ction. Or perhaps I should say 'science and ?ction. ' The science side of the equation employs sophisticated technique for observing and describing interpersonal and intrapersonal dynamics among professionals in education. Both dramatic and seemingly ordinary episodes in the lives of teachers in relational tension with one another are analyzed with scienti?c care, precision, and insight. The scienti?c study of mentoring is like the scienti?c study of soap bubbles - their formation, growth, and sudden exit from the visible world with a nearly soundless 'pop ' Scienti?c and intellectual tools can be used to describe and predict the behavior of soap bubbles, to study their colors, shapes, surface tension, and tiny mass. The same is true of the study of mentoring. But in both cases, the greatest care must be taken to avoid popping the almost m- ically elegant form - to avoid destroying the delicate relationship by rushing in, by heavy attempts at control, or by premature dissection, or even by paying attention too intensely to a private, personal relationship. Mentoring is best studied by being still, by listening with authentic interest, and by using our peripheral vision. The science and the scientist have done their best work here. The ?ction side of this ?ne book gives life to telling examples of mentoring in action.

Teachers' knowledge of the subjects they teach has been of enduring interest to governments, the profession and the wider society. In this book, Viv Ellis traces the development of three beginning teachers thinking about their subject knowledge in the context of Standards-based teacher education and the practice of auditing student teachers' subject knowledge. Ellis puts forward a theory of subject knowledge development that moves on from the objectivist and individualistic epistemologies associated with Standards and the practices of auditing to more a contextualist and sociocultural understanding of teachers' cognition and learning. An important implication of this study is that if teacher education wishes to have greater impact on the development of beginning teachers, teacher educators need to pay greater attention to the schools and subject department settings in which these beginning teachers learn.

'This book is Masterful, Evidence-based, Memorable, Operational, Readable, and the best book for You on memory.' Professor John Hattie Teacher Toolkit Guides transform the theory of education into practical ideas for your classroom. From Ross Morrison McGill, bestselling author of Mark. Plan. Teach. 2.0, this book unpicks the research behind how learners retain and recall information. It provides evidence-based strategies for improving memory in the classroom. Cleverly designed with infographics, charts and diagrams, The Teacher Toolkit Guide to Memory provides clear, visual explanations of how memory works, including short-term and long-term memory, working memory, semantic memory and episodic memory. Ross presents a wealth of original ideas for incorporating this theory into day-to-day classroom practice, with proven methods for aiding knowledge retention and testing recall, to boost learning, support revision and motivate pupils. Breaking down the key theories of cognitive load, cognitive apprenticeship and brain plasticity in an easy-to-digest format, this is the perfect guide for teachers looking to understand how to improve memory and how they can maximise their impact in the classroom. Each book in the Teacher Toolkit Guides series explores a key principle of teaching and learning, and offers research-based techniques to transform classroom practice. Every book includes a bespoke version of Ross's renowned Five Minute Lesson Plan, as well as ready-to-use templates and worked examples. Supported by infographics, charts and diagrams, these guides are a must-have for any teacher, in any school, and at any level.

This proposed book will be part of the new international series Educating the Young Child. It will focus on transitions that young children make to early care and education settings, along with the issues that surround this very important time in their lives. The theme is timely and important because children transitions are a universal rite of passage encountered by children worldwide. The diverse experiences, traits, and needs exhibited by young children provide early childhood educators with what may be a potentially challenging role. New experiences, such as the start of formal schooling, mark important and exciting events that also evoke different reactions from both parents and children.

With an international focus, the purpose of this book is to communicate an enlarged view of the currently constraining deficit-based American focus on readiness for the transition to formal school. By broadening this narrow view, the book will appreciate and honor the promise and potential of all children worldwide. The insights shared in this book have the potential to inform both practice and policy.

The book will provide a plethora of practices and strategies for promoting successful transitions for children in a variety of social and cultural contexts. As a resource for teacher education programs, along with in-service early childhood professionals, and university faculty, the book will also provide a theoretical and research background. This edited book will showcase the views of a variety of authors who have demonstrated experience in topics related to transitions in early childhood education. One of these noted authors is Nancy Balaban, who has published two significant works in this area.

As a former kindergarten teacher, I view the book as a resource that will assist educators to promote successful transitions for the students they serve. It has been my experience that student teachers who are placed in early childhood classrooms in the fall semester have an "edge" over those who student teach in the spring semester, due to the many practices that they observe as the transition process unfolds. For those who do not have the opportunity to prepare for teaching in this way, the book will help fill the gap between theory and practice and be a resource for teachers as they support their students transitions to new educational experiences.

To prepare an effectively organized book, a review of literature was conducted on the topic of transition to formal school. As the co-editor, I have also written on this subject and have researched international practices for promoting successful transitions. Authors who have previously published books and articles on this topic were researched and a tentative table of contents was developed based on previous work that was done in this area. The goal for the proposed book is to provide early childhood educators with a resource that is a compilation of research-based strategies and pertinent information that addresses issues related to the transition to formal school experiences, according to noted researchers who have already published in this area. Their expertise will be compiled into this book and address issues that include attachment and separation; meeting the needs of children with exceptionalities; children living in poverty; family relationships; and strategies for promoting successful transitions.

The targeted market for this book will benefit from the information contained in the book because of the universality of the transitions that children experience, yet the diverse needs that exist. When educators are familiar with current, research-based practices for addressing children s transition needs, their students and their families will ultimately benefit. It is essential that early childhood educators are aware of the practices that exist that can help with this very important milestone in their students lives."

Learning strategies for critical thinking are a vital part of today's curriculum as students have few additional opportunities to learn these skills outside of school environments. Therefore, it is of utmost importance for pre-service teachers to learn how to infuse critical thinking skill development in every academic subject to assist future students in developing these skills. The Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments is a collection of innovative research on the methods and applications of critical thinking that highlights ways to effectively use critical thinking strategies and implement critical thinking skill development into courses. While highlighting topics including deep learning, metacognition, and discourse analysis, this book is ideally designed for educators, academicians, researchers, and students.

The school principalship is one of the most demanding and misunderstood jobs in American education. As the person in charge of the daily operation of a particular school, the principal is vested with enormous responsibility for the education of students, the supervision of personnel, and the adherence to numerous laws and policies. This professional reference provides practical information for K-12 principals about how to conduct their jobs in the most effective manner. The practical information in the book is informed by a solid discussion of the history of the principalship and the characteristics of effective schools. The bulk of the volume provides valuable information on the legal and business concerns of the principal, the effective management of personnel, the importance of systems theory to effective planning, and the relationship between the school and the community. Throughout the volume, the authors stress that the principal is a leader and a visionary who empowers, rather than merely a manager who oversees tasks.

Science teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention. Science Teacher Educators as K-12 Teachers: Practicing What We Teach tells the story of sixteen teacher educators who stepped away from their traditional role and entered the classroom to teach children and adolescents in public schools and informal settings. It details the practical and theoretical insights that these members of the Association of Science Teacher Educators (ASTE) earned from experiences ranging from periodic guest teaching to full-time engagement in the teaching role. Science Teacher Educators as K-12 Teachers shows science teacher educators as professionals engaged in reflective analysis of their beliefs about and experiences with teaching children or adolescents science. With their ideas about instruction and learning challenged, these educators became more aware of the circumstances today's teachers face. Their honest accounts reveal that through teaching children and adolescents, teacher educators can also renew themselves and expand their identities as well as their understanding of themselves in the profession and in relation to others. Science Teacher Educators as K-12 Teachers will appeal to all those with an interest in science education, from teacher educators to science teachers, as well as teacher educators in other disciplines. Its narratives and insights may even inspire more teacher educators to envision new opportunities to serve teachers, K-12 learners and the local community through a variety of teaching arrangements in public schools and informal education settings.

This book examines new trends and developments in research related to the mathematical education of pre-service elementary teachers, and explores the implications of these research advances for theory and practice in teacher education. The book is organized around the following four overarching themes: pre-service teachers' mathematics content and mathematics-specific pedagogical preparation; professional growth through activities and assessment tools used in mathematics teacher preparation programs; pre-service mathematics teachers' knowledge and beliefs; and perspectives on noticing in the preparation of elementary mathematics teachers. Including contributions from researchers working in 11 different countries, the book offers a forum for discussing and debating the state of the art regarding the mathematical preparation of pre-service elementary teachers. By presenting and discussing the findings of research conducted in different countries, the book offers also opportunities to readers to learn about varying teacher education practices around the world, such as: innovative practices in advancing or assessing teachers' knowledge and beliefs, similarities and differences in the formal mathematics education of teachers, types of and routes in teacher education, and factors that can influence similarities or differences.

Develop the reading, writing, speaking and listening skills needed to succeed with the only resource written specifically for the Caribbean region and published in association with City & Guilds. This resource is ideal for students, trainees and adults who desire to improve their language skills whether in preparation for further education or for employment opportunities. - Thoroughly and systematically explore topics across each level with clear explanations, worked examples, tasks and test your knowledge multiple choice activities. - Focus your learning on the key concepts and strategies with learner tips and helpful reminders throughout. - Provides comprehensive coverage of all three certification levels, with content written by experienced examiners. -Get exam ready with clear objectives which indicate the skills to be developed and the areas of the examination targeted. -Improve language skills with everyday transactional uses of English.

What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular. How do teachers learn from these materials, and in which ways do they 'tailor' them for their use and pupil learning? Teachers collect resources, select, transform, share, implement, and revise them. Drawing from the French term " ingenierie documentaire ",we call these processes " documentation ". The literal English translation is " to work with documents ", but the meaning it carries is richer. Documentation refers to the complex and interactive ways that teachers work with resources; in-class and out-of-class, individually, but also collectively.

Self-study research is making an impact on the field of science education. University researchers employ these methods to improve their instruction, develop as instructors, and ultimately, impact their students' learning. This volume provides an introduction to self-study research in science education, followed by manuscripts of self-studies undertaken by university faculty and those becoming university faculty members in science teacher education. Chapter authors range from those new to the field to established researchers, highlighting the value of self-study research in science teacher education for every career rank. The fifteen self-studies provided in this book support and extend this contemporary work in science teacher education. They, and the subsequent reflections on professional knowledge, are organized into four sections: content courses for preservice teachers, elementary methods courses, secondary methods courses, and preparation of future teacher educators. Respondents from various locations around the globe share their reflections on these sections. A culminating reflection of the findings of these studies is provided at the end of the book that provides an overview of what we have learned from these chapters, as well as a reflection on the role of self-study research in the future of science teacher education.

With the national reform and research agendas occurring in teacher education, one of the most important areas needing theoretical analysis and empirical research is assessment and evaluation. New initiatives in the education of teachers and new roles in professional practice demand new means to assess both learning and performance. In recognition of this demand, this book is designed to examine how students can best be selected for and evaluated while in teacher education programs. The book reviews and synthesizes the existing knowledge in teacher education assessment, as well as presents new inquiry to extend and deepen this knowledge.

A comprehensive study of teacher training in Russia, this book focuses on the present while also providing background information on tsarist and Soviet teacher training. The concluding chapter provides a provocative discussion of problems and challenges common to teacher training in Russia and America.

Having lived in Russia for extended periods of time since 1975, the authors base their book not only on scholarly sources but on their first-hand observations and experiences in Russian schools and teacher training institutions, and on questionnaires and interviews with Russian students, parents, teachers, administrators, and teacher educators.

The authors provide a comprehensive study of the lifelong teacher training process in Russia, starting with pedagogical gymnasiums and extending through training in colleges, institutes, universities, and public schools. The book focuses on the present but provides the reader with necessary background information on education of teachers during the tsarist and Soviet periods. Whether discussing teacher education under Alexander II, Stalin, Gorbachev, or Yeltsin, the Longs show the close interrelationship among general, school, and teacher education history. The book concludes with a provocative discussion of problems and challenges common to teacher training in Russia and America. The authors convincingly argue that effective reform of schools in either Russia or the United States must start with reform of teacher training.

This book systematically explores and reflects on a variety of issues related to collaborative mathematics teacher education practice and research - such as classroom coaching, mentoring or co-learning agreements - highlighting the evolution and implications of collaborative enterprises in different cultural settings. It is relevant to educational researchers, research students and practitioners.

Becoming a Teacher Educator is an impressive book for teacher educators who want to be informed about the latest views and practices of their profession. It is the first book that addresses a range of topics related to the work of teacher educators, the induction of teacher educators and their further professional development.

Becoming a Teacher Educator has a practical focus and it provides theoretical insights, experiences of experts and practical recommendations. The book is rooted in the Association of Teacher Education in Europe (ATEE) and many of the chapters are written by authors who are active members of the ATEE. Researchers and practitioners from different parts of Europe, and beyond, joined their efforts to write a book that is truly international and combines research, practice and reflection.

Becoming a Teacher Educator is essential reading for novice teacher educators as well as for experienced teacher educators who want to keep up with the latest insights in their profession. This book provides a guide for those who supervise novice and experienced teacher educators and for various professionals who are responsible for the professional development of teacher educators.

"There is a growing need for evidence-based resources made available to (future) teacher educators. Since a learning society requires new sets of competencies of the main actors, we are most in want of knowledgeable teacher educators that support the professional development of their (student) teachers. This book fits the actual demands." (Dr. Joost Lowyck, Professor Emeritus, former director of the Teacher Education Institute, Leuven University).

"This is an original book in a very important area. The editors define the concept of 'teacher educator' widely and I think, therefore, that the book is relevant for schools, higher education, and education authorities of all kinds. The authorship and theme have wide relevance across Europe, Australasia and North America." (Prof. Bob Moon, Professor in Education Teaching Studies, Department of Education, Open University, UK).

"The book highlights that, while the current global focus is very much on the need to educate "sufficient and highly qualified teachers," little political focus is given to those who "teach the teachers." What makes this book distinctive for all engaged in teacher education, whether experienced or novice, is that it allows the spotlight on those who teach the teachers and the opportunity for teacher educators to discuss, debate and seriously examine themselves as a profession." (Simone White, Deakin University, Australia)