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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.
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