This volume conceptualizes and distinguishes storying from narrative and storytelling to establish itself as a method. It theorizes that storying pertains to ones' identity, to the unique positions of who one is, how they came to be, and why they came to be (Raj, 2019). Building upon foundational work from Freire, Greene, and Clandinin & Connelly, this book elucidates storying through a new concept "emotional truth"--a deeply personal and authentic experience that builds a tangible connection from teller to listener. Such an involved conception of Storying could have the potential to anchor storying as research methodology and as valid pedagogical practice. Further, the chapters in this book establish storying as a concept, method, and as pedagogical practice.

This book enriches the discourse around Global Citizenship Education in teacher education through the example of a teacher's experience in a Canada-China Sister School reciprocal learning landscape. Instead of positioning global citizenship teaching and learning as a set of fixed goals to be attained by teachers alone, this book approaches global citizenship teaching and learning as unfinished lifework in progress and as situated curriculum problems to be inquired together by university researchers, school teachers, and students under the spirit of reciprocity and community. This reimagination of narratives, theory, and action start from collaborative and reciprocal learning partnerships among Chinese and Canadian researchers and teachers in the practicality of re-searching and re-enacting the purpose and meanings of twenty-first century education in a Canada-China Sister School setting.

Teacher retention is an area of great concern across the globe as it appears many teachers leave the field after only a few years, especially those serving low-income students. There is a growing gap from preparation to practice. Not only must educator preparation programs (EPPs) be diligent in utilizing systematically effective methods of preparing novice teachers, but schools must also be cognizant of the need for continued mentorship and quality professional development that matches the unique needs of their novice teachers. When novice teachers enter the profession, they must be offered explicit and scaffolded opportunities for continued learning in order to bridge the theoretical aspects of teaching learned in a preparation program to the practical application of a classroom/school setting, as these opportunities differ from the needs of veteran teachers. Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field provides a collection of theoretical, application, and research-based information regarding a variety of viewpoints and strategies that educator preparation programs must be cognizant of in order to meet the varied and individualized needs of novice teachers so that the academic, behavioral, and/or social-emotional needs of their students are effectively supported. Overall, this book recognizes the constant need for improvement within educator preparation programs and school systems, showcases that teacher retention is a concern across the United States and globally, and shows how educator preparation programs and schools/districts must reach across the boundaries of content-specificity and collaborate to prepare teacher candidates most effectively. Covering topics such as teacher retention, collaborative partnerships, and growth mindset, this book is essential for educational preparation faculty, educational leadership faculty, P-12 general and special education teachers, administrators, government officials, pre-service teachers, students, researchers, and academicians.

As educational standards continue to transform, it has become essential for educators to receive the support and training necessary to effectively instruct their students and meet societal expectations. To do this, fostering education programs that include innovative practices and initiatives is imperative. Preparing the Next Generation of Teachers for 21st Century Education provides emerging research on innovative practices in learning and teaching within the modern era. While highlighting topics such as blended learning, course development, and transformation practices, readers will learn about progressive methods and applications of 21st-century education. This book is an important resource for educators, academicians, professionals, graduate-level students, and researchers seeking current research on contemporary learning and teaching practices.

Culturally relevant approaches to teaching, such as using music that is culturally relevant to the children in a classroom, has fostered positive social and academic outcomes. By connecting a student's home culture to their classroom culture, meaningful relationships can form. However, many teachers do not have adequate support to guide them as they aspire to reach their diverse students. Evidence-Based Approaches to Becoming a Culturally Responsive Teacher: Emerging Research and Opportunities is a critical scholarly resource that delves into the conceptualizations and belief systems that drive culturally relevant teachers to teach and learn in ways that produce favorable outcomes for all children. Additionally, it prompts and promotes scholarship that allows teachers to become critically reflective and conscious of their teacher identity, beliefs of children, educational beliefs, teaching/learning approaches, and personal/professional development. Highlighting topics such as learning outcomes, pedagogy, and teacher preparation, this book is ideal for academicians, researchers, educators, administrators, and education students.

Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire. Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country: What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years? What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories? What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education? Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have.

This book invites readers to explore how fourteen different experts in their respective fields create deeper meaning in their profession and work with students through thinking, in multiple ways, about the self who teaches, the self who learns, and the ways in which these selves interact within the academy. Essays in this book explore the "inside" of academia through three themes: Pursuing Authenticity, Creating Creative Community, and Humanizing Education. Contributors reflect on their own lived experiences in the academy and on pedagogies that they have created for their students. Embodied education, the theoretical framework of this book, draws on ideas of educators Parker Palmer from the West and Dr. Chinmay Pandya from the East, emerging through contributors' collaborative work. In embodied education, teachers and learners share experiences that lead to self-understanding and together find ways to humanize spaces in academia.

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

What do teachers learn 'on the job'? And how, if at all, do they learn from 'experience'? Leading researchers from the UK, Europe, the USA and Canada offer international, research-based perspectives on a central problem in policy-making and professional practice - the role that experience plays in learning to teach in schools. Experience is often weakly conceptualized in both policy and research, sometimes simply used as a proxy for 'time', in weeks and years, spent in a school classroom. The conceptualization of experience in a range of educational research traditions lies at the heart of this book, exemplified in a variety of empirical and theoretical studies. Distinctive perspectives to inform these studies include sociocultural psychology, the philosophy of education, school effectiveness, the sociology of education, critical pedagogy, activism and action research. However, no one theoretical perspective can claim privileged insight into what and how teachers learn from experience; rather, this is a matter for a truly educational investigation, one that is both close to practice and seeks to develop theory. At a time when policy-makers in many countries seek to make teacher education an entirely school-based activity, Learning Teaching from Experience offers an essential examination of the evidence-base, the traditions of inquiry - and the limits of those inquiries.

Every generation of students comes to the classroom with different needs than that of their predecessors. Implementing new methods and styles of teaching to meet these diverse needs will provide students with the best chance of success in their educational careers. The Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning is a critical scholarly source that examines the most effective and efficient techniques for implementing new educational strategies in a classroom setting. Featuring pertinent topics including mixed reality simulations, interactive lectures, reflexive teaching models, and project-based learning, this is an ideal publication for educators, academicians, students, and researchers that are interested in discovering more about the recent advances in educational fields.

Since the early 1990s there has been a persistent drive towards professionalising the education sector, with a particular focus on those responsible for teaching the post-fourteen age group. This shift towards recognition of the sector in terms of the professionals who teach within it has led to constant, repetitive revision of teaching standards, the regulation and subsequent de-regulation of the teaching qualifications and the introduction of professional bodies. This book aims to explore the way that professional identity develops for trainee teachers, in the FE and Skills sector, with a particular emphasis on the role that incidental learning has in this development. The author argues for a more holistic approach to the development of professionalism through these informal learning experiences, as opposed to a criteria based approach.

This volume draws on findings from the Canada-China Nature Notes Reciprocal Learning Program to explore cross-cultural exchanges in science education in and outside of the classroom. Under the collaborative reciprocity perspective, cross-cultural learning needs to go beyond simple comparison in practices, values, and results and moves to a paradigm that emphasizes a two-way learning process in the context of acting together. Through collaborative work between the international teams and partner schools, the program described in this book shows how collaborative efforts between the two sister schools worked to raise awareness about Chinese farming culture and extend students' outdoor learning experiences. In this book, educators from across the research team share their insights and reflect on the cross-cultural collaborative process and how it impacted the learning experiences of themselves and their students.

How do Christian higher education institutions orient new faculty members to their role on a Christian campus? How do they lead faculty members toward a deeper understanding of the Christian dimension of their place in higher education? Bible Colleges, Christian Universities, and Seminaries need a resource that can be provided to faculty members or be used in faculty development discussions. This book is designed to serve as just such a resource. It provides a clear and concise portrait of thegeneral role of faculty from a distinctively evangelical Christian perspective. We use the metanarrative of being formed by the cross to describe the "cruciform" role of professors as teachers in the classroom, mentors to the students, scholars within the academy, and servants of the church and community. Each chapter will have personal and group reflection questions and exercises to aid in application.

In much of the world, religious traditions are seriously valued but, in the context of religious plurality, this sets educationalists an enormous challenge. This book provides a way forward in exploring religious life whilst showing how bridges might be built between diverse religious traditions. "Teaching Virtue" puts engagement with religious life - and virtue ethics - at the heart of religious education, encouraging 'learning from' religion rather than 'learning about' religion. The authors focus on eight key virtues, examining these for what they can offer of religious value to pupils and teachers. Individual chapters put the discussion into context by offering a vision of what religious education in the future could look like; the need for responsible religious education; a historical review of moral education and an introduction to virtue ethics. Lesson plans and examples demonstrate how the virtues may be approached in the classroom, making it an invaluable guide for all involved in teaching religious education.

This handbook showcases extraordinary educational responses in exceptional times. The scholarly text discusses valuable innovations for teaching and learning in times of COVID-19 and beyond. It examines effective teaching models and methods, technology innovations and enhancements, strategies for engagement of learners, unique approaches to teacher education and leadership, and important mental health and counseling models and supports. The unique solutions here implement and adapt effective digital technologies to support learners and teachers in critical times - for example, to name but a few: Florida State University's Innovation Hub and interdisciplinary project-based approach; remote synchronous delivery (RSD) and blended learning approaches used in Yorkville University's Bachelor of Interior Design, General Studies, and Business programs; University of California's strategies for making resources affordable to students; resilient online assessment measures recommended from Qatar University; strategies in teacher education from the University of Toronto/OISE to develop equity in the classroom; simulation use in health care education; gamification strategies; innovations in online second language learning and software for new Canadian immigrants and refugees; effective RSD and online delivery of directing and acting courses by the Toronto Film School, Canada; academic literacy teaching in Colombia; inventive international programs between Japan and Taiwan, Japan and the USA, and Italy and the USA; and, imaginative teaching and assessment methods developed for online Kindergarten - Post-Secondary learners and teachers. Authors share unique global perspectives from a network of educators and researchers from more than thirty locations, schools, and post-secondary institutions worldwide. Educators, administrators, policymakers, and instructional designers will draw insights and guidelines from this text to sustain education during and beyond the COVID-19 era.

Through 2020-2021 school year students realized they had to become more autonomous, parents had to become more present, and teachers assumed new roles in the virtual teaching-learning experience induced by the global lockdown. Although this last school year was deeply marked by innovation at all levels, most of the changes were not planned or structured, thus becoming a difficult experience for all the educational stakeholders. Digital transformation carries unimagined possibilities, more interaction, flexibility and autonomy, the possibility for collaborative learning, developing critical thinking, resilience, and, above all, the will to change. This book deepens this discussion of digital transformation in the educational culture and is centered at the intersection of educational technology, information systems, learning sciences, educational psychology and socio-cultural theories. The chapters in this book not only share best practices on innovative technology-based learning strategies, models, and tools, but the authors in the book are also committed to launch a reflective dialogue upon how digital transformation induces the creation of (re)new(ed) educational cultures towards a paradigm shift in the educational context. Providing an overview of research centering on the use of emerging technologies in educational contexts, and dissecting the challenges that digital transformation brings to educational technology, educational practices, teacher training models, students competence and parental roles, among others, this book aims to engage researchers, scholars and practitioners in critical reflection that will deepen the discussion about the potential paradigm shift induced by digital transformation in education.

This book conceptualizes the nature of mathematical modeling in the early grades from both teaching and learning perspectives. Mathematical modeling provides a unique opportunity to engage elementary students in the creative process of mathematizing their world. A diverse community of internationally known researchers and practitioners share studies that advance the field with respect to the following themes: The Nature of Mathematical Modeling in the Early Grades Content Knowledge and Pedagogy for Mathematical Modeling Student Experiences as Modelers Teacher Education and Professional Development in Modeling Experts in the field provide commentaries that extend and connect ideas presented across chapters. This book is an invaluable resource in illustrating what all young children can achieve with mathematical modeling and how we can support teachers and families in this important work.

This book explores teacher well-being in light of the increasingly ethnically diverse profiles of schools and classrooms, focusing on socially and linguistically diverse teaching contexts. It draws attention to the socio-economic disadvantages that can often be characteristic of ethnically diverse classrooms, prior to examining and reviewing the interconnections between teacher well-being and the implementation of pedagogical processes in the classroom teaching and learning context. Teachers and academics alike report on and address the well-being-related needs of practising teachers. This book contributes to the emerging field of literature on teacher well-being and offers international perspectives on lessons learnt in socially diverse and multilingual teaching contexts. Accordingly, it offers a valuable resource for teacher educators, researchers, pre-service and in-service teachers, and policymakers.

This book starts with the premise that beauty can be an engine of transformation and authentic engagement in an increasingly complex world. It presents an organized picture of highlights from the 13th European Science Education Research Association Conference, ESERA 2019, held in Bologna, Italy. The collection includes contributions that discuss contemporary issues such as climate change, multiculturalism, and the flourishing of new interdisciplinary areas of investigation, including the application of cognitive neuroscience, artificial intelligence, and digital humanities to science education research. It also highlights learners' difficulties engaging with socio-scientific issues in a digital and post-truth era. The volume demonstrates that deepening our understanding is the preferred way to address these challenges and that science education has a key role to play in this effort. In particular, the book advances the argument that the deep and novel character of these challenges requires a collective search for new narratives and languages, an expanding knowledge base and new theoretical perspectives and methods of research. The book provides a contemporary picture of science education research and looks to the theoretical and practical societal challenges of the future.