An essential guide to a number of important theories of professional learning, of particular value both to those taking on new responsibilities in relation to initial teacher education (ITE) and those interested in developing new ways of working in partnership. Each chapter provides a concise and critical overview of a key theory and then considers how it might impact on the processes and organisation of teacher education, drawing on key pieces of literature throughout. The book responds to the growth of interest and research in professional and work-based learning including ideas such as communities of practice, activity theory and socio-cultural theory alongside already established models such as those of Schoen, Eraut and Shulman. In addition changing models of teacher education mean there are new ways of understanding professional learning as practices, roles and identities are re-established.

This book provides a critical overview of evidence-based teaching, with balanced and reflective consideration given to arguments supporting various approaches to increasing the use of evidence in teaching and arguments that raise doubts about, or problems with, these approaches. It offers practical advice on how to implement evidence-based teaching and help with reflectively evaluating its success.

Successfully establishing initial teacher education courses in schools requires a careful understanding of what it means to train someone to teach. This book provides guidance on how teacher training can be effective in school-based settings. Essential practical issues are covered including, recruitment, pastoral care and the organization of academic components of a course. It also covers conceptual topics such as: what makes a good mentor? models of learning suitable for teacher education the role of evidence-based teaching in a practical setting Examples from existing primary and secondary school-based programmes explore good practice and show how challenges to developing courses can be overcome.