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Focusing on the historical development of the teaching profession,
this book explores how the relationship between education and the
formation of modern nation states has influenced both the status of
the profession as a whole and the differential status accorded to
different kinds of teachers within it. Addressing different
national and international contexts with seven distinct case
studies, the book provides a comparative analysis of the long-term
trajectories that illuminate the nature of teaching as a public
profession, and demonstrates the variety of forms that labour
markets have taken in different contexts. Offering new and
up-to-date international analysis at a critical time for the field
of teacher research, when recruitment into the profession and
retention are major challenges, the volume will be of interest to
scholars, researchers and doctoral students engaged in teacher
research and comparative and international education more broadly.
Those involved with education policy and politics will also benefit
from reading this volume.
-Offers an important and timely contribution to the research on
practical theorising in teacher education, which acknowledges the
importance of experience and reflective practice but embraces the
essential need for teachers to engage with evidence from research.
-Explores both the challenges and opportunities presented by
practical theorising, and the tensions introduced by performance
culture in education, giving educators a range of tools to help
navigate these demands and challenges. -Includes perspectives from
university-based and school-based teacher educators, showing how
the process of practical theorising has been supported across a
range of different programs and formats.
The Guided Reader to Teaching and Learning History draws on
extracts from the published work of some of the most influential
history education writers, representing a range of perspectives
from leading classroom practitioners to academic researchers, and
highlighting key debates surrounding a central range of issues
affecting secondary History teachers. This book brings together key
extracts from classic and contemporary writing and contextualises
these in both theoretical and practical terms. Each extract is
accompanied by an introduction, a summary of the key points and
issues raised, questions to promote discussion and suggestions for
further reading to extend thinking. Taking a thematic approach and
including a short introduction to each theme, the chapters include:
The purpose of history education; Pupil perspectives on history
education; Assessment and progression in history; Inclusion in
history; Diversity in history; Teaching difficult issues;
Technology and history education; Change and continuity; Historical
Interpretations; Professional development for history teachers.
Aimed at trainee and newly qualified teachers including those
working towards Masters level qualifications, as well as existing
teachers, this accessible, but critically provocative text is an
essential resource for those that wish to deepen their
understanding of History Education.
-Offers an important and timely contribution to the research on
practical theorising in teacher education, which acknowledges the
importance of experience and reflective practice but embraces the
essential need for teachers to engage with evidence from research.
-Explores both the challenges and opportunities presented by
practical theorising, and the tensions introduced by performance
culture in education, giving educators a range of tools to help
navigate these demands and challenges. -Includes perspectives from
university-based and school-based teacher educators, showing how
the process of practical theorising has been supported across a
range of different programs and formats.
The Guided Reader to Teaching and Learning History draws on
extracts from the published work of some of the most influential
history education writers, representing a range of perspectives
from leading classroom practitioners to academic researchers, and
highlighting key debates surrounding a central range of issues
affecting secondary History teachers. This book brings together key
extracts from classic and contemporary writing and contextualises
these in both theoretical and practical terms. Each extract is
accompanied by an introduction, a summary of the key points and
issues raised, questions to promote discussion and suggestions for
further reading to extend thinking. Taking a thematic approach and
including a short introduction to each theme, the chapters include:
The purpose of history education; Pupil perspectives on history
education; Assessment and progression in history; Inclusion in
history; Diversity in history; Teaching difficult issues;
Technology and history education; Change and continuity; Historical
Interpretations; Professional development for history teachers.
Aimed at trainee and newly qualified teachers including those
working towards Masters level qualifications, as well as existing
teachers, this accessible, but critically provocative text is an
essential resource for those that wish to deepen their
understanding of History Education.
Learning to Teach in England and the United States studies the
evolution of initial teacher education by considering some of the
current approaches in England and the United States. Presenting
empirical evidence from these two distinct political and historical
contexts, the chapters of this thought-provoking volume illustrate
the tensions involved in preparing teachers who are working in
ever-changing environments. Grounded in the lived experiences of
those directly affected by these shifting policy environments, the
book questions if reforms that have introduced accountability
regimes and new kinds of partnership with the promise of improving
teaching and learning, have contributed to more powerful learning
experiences in schools for those entering the profession. The
authors consider the relationships between global, national and
local policy, and question their potential impact on the future of
teacher education and teaching more generally. The research adopts
an innovative methodology and sociocultural theoretical framework
designed to show greater insights into the ways in which beginning
teachers' learning experiences are shaped by relationships at all
of these levels. A key emerging issue is that of the alignment - or
not - between the values and dispositions of the individuals and
the institutions that are involved. This book will appeal to
academics, researchers and postgraduate students in the fields of
teacher education, comparative education, higher education, and
education policy and politics.
Learning to Teach in England and the United States studies the
evolution of initial teacher education by considering some of the
current approaches in England and the United States. Presenting
empirical evidence from these two distinct political and historical
contexts, the chapters of this thought-provoking volume illustrate
the tensions involved in preparing teachers who are working in
ever-changing environments. Grounded in the lived experiences of
those directly affected by these shifting policy environments, the
book questions if reforms that have introduced accountability
regimes and new kinds of partnership with the promise of improving
teaching and learning, have contributed to more powerful learning
experiences in schools for those entering the profession. The
authors consider the relationships between global, national and
local policy, and question their potential impact on the future of
teacher education and teaching more generally. The research adopts
an innovative methodology and sociocultural theoretical framework
designed to show greater insights into the ways in which beginning
teachers' learning experiences are shaped by relationships at all
of these levels. A key emerging issue is that of the alignment - or
not - between the values and dispositions of the individuals and
the institutions that are involved. This book will appeal to
academics, researchers and postgraduate students in the fields of
teacher education, comparative education, higher education, and
education policy and politics.
The book you can trust to guide you through your teaching career,
as the expert authors share tried and tested techniques in
secondary settings. For this new edition Caroline Daly, with Andrew
Pollard, has worked with top practitioners from around the UK, to
create a text that is both cohesive and that continues to evolve to
meet the needs of today's secondary school teachers. Reflective
Teaching in Schools uniquely provides two levels of support: -
practical, evidence- based guidance on key classroom issues -
including relationships, behaviour, curriculum planning, teaching
strategies and assessment - evidence- informed 'principles' and
'concepts' to help you continue developing your skills. New to this
edition: - More case studies and research summaries based on
teaching in the secondary school than ever before - New reflective
activities and guidance on key readings at the end of each chapter
- Updates to reflect recent changes in curriculum and assessment
across the UK reflectiveteaching.co.uk provides a treasure trove of
additional support.
The book you can trust to guide you through your teaching career,
as the expert authors share tried and tested techniques in
secondary settings. For this new edition Caroline Daly, with Andrew
Pollard, has worked with top practitioners from around the UK, to
create a text that is both cohesive and that continues to evolve to
meet the needs of today's secondary school teachers. Reflective
Teaching in Schools uniquely provides two levels of support: -
practical, evidence- based guidance on key classroom issues -
including relationships, behaviour, curriculum planning, teaching
strategies and assessment - evidence- informed 'principles' and
'concepts' to help you continue developing your skills. New to this
edition: - More case studies and research summaries based on
teaching in the secondary school than ever before - New reflective
activities and guidance on key readings at the end of each chapter
- Updates to reflect recent changes in curriculum and assessment
across the UK reflectiveteaching.co.uk provides a treasure trove of
additional support.
MasterClass in History Education draws on international research
and practice to present effective and engaging approaches for
history teachers who want to explore the ways in which reading,
research and reflection can support the development of history
teaching and learning in the classroom. At the heart of the book is
a series of professional enquiries carried out by experienced
history teachers, working in a range of contexts. Each history
teacher addresses clear questions arising from their practice and
together they illustrate various approaches to data collection,
data analysis and argument. These history teachers also show how
they drew on diverse scholarship in history and history education,
including many publications by other history teachers. In eight
further chapters, other experts, ranging from practitioner-scholars
to researchers in diverse fields (such as history, history
education, teacher education, teacher research and curriculum
theory) reflect on the distinctive insights that these teachers
offer and explore connections with their own fields. The
combination of perspectives and the depth of knowledge of the
varied contributors reveal the importance of different kinds of
relationship between 'theory' and 'practice'. The links between
classroom realities and research and the critical use of different
kinds of text will support history teachers in developing their
practice and professional voice.
International trends in initial teacher education (ITE) and
induction increasingly emphasise the importance of school-based
learning for beginning teachers, and recent policy shifts have
given many more schools a leading role in ITE. This book focuses
directly on what has been learned from within well-established
partnerships about the nature of beginning teachers' learning in
schools and explores the ways in which teacher educators - both
those that are school-based and those in universities who
work in partnership with them - can most effectively support that
learning. Beginning Teaching is part of the
successful Critical Guides for Teacher Educators series
edited by Ian Menter.
MasterClass in History Education draws on international research
and practice to present effective and engaging approaches for
history teachers who want to explore the ways in which reading,
research and reflection can support the development of history
teaching and learning in the classroom. At the heart of the book is
a series of professional enquiries carried out by experienced
history teachers, working in a range of contexts. Each history
teacher addresses clear questions arising from their practice and
together they illustrate various approaches to data collection,
data analysis and argument. These history teachers also show how
they drew on diverse scholarship in history and history education,
including many publications by other history teachers. In eight
further chapters, other experts, ranging from practitioner-scholars
to researchers in diverse fields (such as history, history
education, teacher education, teacher research and curriculum
theory) reflect on the distinctive insights that these teachers
offer and explore connections with their own fields. The
combination of perspectives and the depth of knowledge of the
varied contributors reveal the importance of different kinds of
relationship between 'theory' and 'practice'. The links between
classroom realities and research and the critical use of different
kinds of text will support history teachers in developing their
practice and professional voice.
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