By exploring the experiences of pre- and in-service teachers, as well as the design and implementation of study abroad programs developed specifically for them, this volume highlights the potential of international learning in promoting teachers' global and critical understandings of their roles as educators in an increasingly diverse and interconnected world. Recognizing teacher study abroad as a unique strand within the wider foreign education literature, Study Abroad for Pre- and In-Service Teachers emphasizes how it can be conceptualized, theorized, and implemented as part of initial and continuing teacher training. Chapters consider study abroad programs and teaching practices in Europe, Asia, the Americas, and in Indigenous communities, and document the transformative learning experiences which impact the way teachers think about learning, teaching, and identity. Together, the chapters foreground the personal and professional advantages of teacher study abroad and provide key insights to inform design and programming for sustainable, impactful teacher study abroad which supports teachers in building intercultural competence and enhances their capacity to serve students of varying cultural and linguistic backgrounds. This volume will appeal to researchers, scholars, education abroad facilitators, and teacher educators with an interest in international mobility, multicultural education, culturally responsive pedagogy and study abroad. In addition, pre- and in-service teachers will find the book of value.

This book aims to start the conversation about how the consequences of the historic 2016 election can be addressed in the teacher education classroom. Taking as its starting point the Trump administration's dramatic influence on education, educational policy, the culture in schools, and the safety of children, contributors demonstrate how teacher educators across the United States are adapting their curriculum. The chapters represent a variety of aspects of teacher support and preparation, and address practices such as rejecting xenophobia, developing critical thinking, and responding to children's emotional lives. The issues addressed in this volume are a continuation of conflicts and challenges with which educators have long grappled, and the contributors' insights will be valuable under a range of future political circumstances.

This book aims to start the conversation about how the consequences of the historic 2016 election can be addressed in the teacher education classroom. Taking as its starting point the Trump administration's dramatic influence on education, educational policy, the culture in schools, and the safety of children, contributors demonstrate how teacher educators across the United States are adapting their curriculum. The chapters represent a variety of aspects of teacher support and preparation, and address practices such as rejecting xenophobia, developing critical thinking, and responding to children's emotional lives. The issues addressed in this volume are a continuation of conflicts and challenges with which educators have long grappled, and the contributors' insights will be valuable under a range of future political circumstances.

By exploring the experiences of pre- and in-service teachers, as well as the design and implementation of study abroad programs developed specifically for them, this volume highlights the potential of international learning in promoting teachers' global and critical understandings of their roles as educators in an increasingly diverse and interconnected world. Recognizing teacher study abroad as a unique strand within the wider foreign education literature, Study Abroad for Pre- and In-Service Teachers emphasizes how it can be conceptualized, theorized, and implemented as part of initial and continuing teacher training. Chapters consider study abroad programs and teaching practices in Europe, Asia, the Americas, and in Indigenous communities, and document the transformative learning experiences which impact the way teachers think about learning, teaching, and identity. Together, the chapters foreground the personal and professional advantages of teacher study abroad and provide key insights to inform design and programming for sustainable, impactful teacher study abroad which supports teachers in building intercultural competence and enhances their capacity to serve students of varying cultural and linguistic backgrounds. This volume will appeal to researchers, scholars, education abroad facilitators, and teacher educators with an interest in international mobility, multicultural education, culturally responsive pedagogy and study abroad. In addition, pre- and in-service teachers will find the book of value.

This volume presents the current state of the TESOL (Teaching English to Speakers of Other Languages) practicum in 13 countries, including Armenia, Australia, Chile, Costa Rica, Croatia, England, Indonesia, Japan, Malta, Poland, South Korea, Sweden and the USA. Together the contributions offer a unique and contemporary view of how teachers are being educated and brought into the TESOL worldwide community of practice. This is the first publication to present diverse models/frameworks of the TESOL practicum from several international teaching contexts, focusing on exemplary practicum cases in the selected countries.

Currently, there are many research articles across a wide array of teacher education journals that present promising practices in video as a tool in teacher learning, but no practitioner-friendly text that organizes a variety of approaches for application in the field. This book fills that gap by helping educators to greatly expand their repertoire and confidence in introducing, designing, implementing, and assessing video-based professional development. The authors focus on the variety of ways in which video can support and encourage reflection, increase awareness, foster collaboration, share practice, provide a tool for analysis, aid in materials production, and establish online communities of practice. Video allows more possibilities for context-sensitive noticing, editing, sharing, repackaging, and tagging, especially in combination with screen-capture software, and there is an increasing array of tools that can be harnessed to support teacher learning and reflection. These can help to make aspects of classrooms, methodology and learning more concrete and visible. Across the chapters, the book draws on a growing community of educators using video in a wide range of approaches and features some of their experiences and views through data and vignettes. In doing so, this text acts as a conduit for innovative and effective video and visual media use in language teacher education.

This volume presents the current state of the TESOL (Teaching English to Speakers of Other Languages) practicum in 13 countries, including Armenia, Australia, Chile, Costa Rica, Croatia, England, Indonesia, Japan, Malta, Poland, South Korea, Sweden and the USA. Together the contributions offer a unique and contemporary view of how teachers are being educated and brought into the TESOL worldwide community of practice. This is the first publication to present diverse models/frameworks of the TESOL practicum from several international teaching contexts, focusing on exemplary practicum cases in the selected countries.

Currently, there are many research articles across a wide array of teacher education journals that present promising practices in video as a tool in teacher learning, but no practitioner-friendly text that organizes a variety of approaches for application in the field. This book fills that gap by helping educators to greatly expand their repertoire and confidence in introducing, designing, implementing, and assessing video-based professional development. The authors focus on the variety of ways in which video can support and encourage reflection, increase awareness, foster collaboration, share practice, provide a tool for analysis, aid in materials production, and establish online communities of practice. Video allows more possibilities for context-sensitive noticing, editing, sharing, repackaging, and tagging, especially in combination with screen-capture software, and there is an increasing array of tools that can be harnessed to support teacher learning and reflection. These can help to make aspects of classrooms, methodology and learning more concrete and visible. Across the chapters, the book draws on a growing community of educators using video in a wide range of approaches and features some of their experiences and views through data and vignettes. In doing so, this text acts as a conduit for innovative and effective video and visual media use in language teacher education.

Novice Teaching English as a Second or Other Language (TESOL) teachers are often surprised by the full range of issues their jobs involve, and learning how to successfully address these issues takes considerable skill and experience, built up throughout a teaching career. This book is about such critical incidents and how a problem-solving mindset can help. Complex issues covered in this book are often not adequately dealt with in teacher training. This book takes up "critical incidents" which fall into the gap between what the teacher has learned about in their course of study and the classroom realities they face. By directly reflecting on these particular incidents, teachers can be empowered to continue their own professional development. Each critical incident is based on actual experiences shared by novice TESOL practitioners and the book organizes these incidents in an easy-to-use, structured manner. Within connected themes, the text presents the incident from the teacher's point of view, provides the reader critical background questions, offers insight into how the teacher wrestled with the issue, and shares questions and engagement opportunities to further engage with the topics raised. TESOL educators frequently confront complex classroom issues due to the social, economic, political and cultural challenges that they and their students confront. This text offers an exciting and dynamic approach to assist with these on the way to becoming a stronger TESOL educator.

Novice Teaching English as a Second or Other Language (TESOL) teachers are often surprised by the full range of issues their jobs involve, and learning how to successfully address these issues takes considerable skill and experience, built up throughout a teaching career. This book is about such critical incidents and how a problem-solving mindset can help. Complex issues covered in this book are often not adequately dealt with in teacher training. This book takes up "critical incidents" which fall into the gap between what the teacher has learned about in their course of study and the classroom realities they face. By directly reflecting on these particular incidents, teachers can be empowered to continue their own professional development. Each critical incident is based on actual experiences shared by novice TESOL practitioners and the book organizes these incidents in an easy-to-use, structured manner. Within connected themes, the text presents the incident from the teacher's point of view, provides the reader critical background questions, offers insight into how the teacher wrestled with the issue, and shares questions and engagement opportunities to further engage with the topics raised. TESOL educators frequently confront complex classroom issues due to the social, economic, political and cultural challenges that they and their students confront. This text offers an exciting and dynamic approach to assist with these on the way to becoming a stronger TESOL educator.

Harness the power of video to promote reflective practice and teacher growth Video is the only feedback method that allows educators to view their teaching through their own eyes, yet many K-12 professionals have yet to reap the benefits of this powerful technology. This practical and comprehensive guide takes advantage of new methods and tools to capture teaching and learning and a broad base of current research to impact teacher thinking and actions. Written for instructional coaches, administrators, supervisors, and individual teachers, it includes guidance on how to get started and how to engage in nonjudgmental and descriptive analysis scaffolding to counter anxiety and resistance, and to cultivate a growth mindset. chapters on specific contexts including developmental, evaluative, and problems of practice. guidance for observation in specific grade bands and for specific student populations. templates and links to videos for video analysis tasks, step-by-step process outlines, real-world vignettes and application questions. Drawing on broad evidence of the impact of video on teaching, this is the guide for maximizing this powerful form of professional learning.

Supervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus, institutions with teacher preparation should be increasingly concerned with the clinical component of their teacher certification programs (AACTE, 2010; 2018; NCATE, 2001; NEA, 2014). However, supervision in teacher preparation has historically been held in low regard, (Beck & Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover, O'Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even though research has shown that high-quality supervision promotes teacher candidate learning (Bates, Drits, & Ramirez, 2011; Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014; Gimbert & Nolan, 2003; Lee, 2011). In fact, university supervisors "may be the most undervalued actors in the entire teacher preparation equation when one considers the knowledge, skills, and dispositions they must have to teach about teaching in the field" (Burns & Badiali, 2016, p. 156). Despite this research, the function of supervision has often been relegated to adjunct faculty or even removed the university-based supervisor altogether in some colleges/ schools of education (McIntyre & McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005). These practices are incredibly problematic for actualizing clinically based teacher education. Thus, the road to transforming teacher education must involve addressing such long standing misperceptions about what supervision is, what purpose it serves, and how it can be renewed from an afterthought to become the driving engine of high quality teacher preparation. Advancing Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations aims to elevate supervision and supervisors, as undervalued actors, by disseminating high-quality manuscripts on this critical area of study. The chapters in this book tackle the persistent issue of devaluing and marginalizing supervision in some institutions of higher education by sharing current research, illuminating challenges of supervising in the current high stakes accountability climate, and offering innovative ideas that can improve supervision in clinically based teacher education.

Supervision in teacher education is entering an exciting time. In the last decade, national reports calling for the transformation of teacher preparation have advocated for greater school-university collaboration and increased clinical preparation of teachers (AACTE, 2018; NCATE, 2010). Thus, institutions with teacher preparation should be increasingly concerned with the clinical component of their teacher certification programs (AACTE, 2010; 2018; NCATE, 2001; NEA, 2014). However, supervision in teacher preparation has historically been held in low regard, (Beck & Kosnik, 2002; Feiman-Nemser, 2001; The Holmes Group, 1986; Hoover, O'Shea, & Carroll, 1988; Soder & Sirotnik, 1990) even though research has shown that high-quality supervision promotes teacher candidate learning (Bates, Drits, & Ramirez, 2011; Burns, Jacobs, & Yendol-Hoppey, 2016; Darling-Hammond, 2014; Gimbert & Nolan, 2003; Lee, 2011). In fact, university supervisors "may be the most undervalued actors in the entire teacher preparation equation when one considers the knowledge, skills, and dispositions they must have to teach about teaching in the field" (Burns & Badiali, 2016, p. 156). Despite this research, the function of supervision has often been relegated to adjunct faculty or even removed the university-based supervisor altogether in some colleges/ schools of education (McIntyre & McIntyre, 2020; NCATE, 2010; Slick, 1998; Zeichner, 1992, 2005). These practices are incredibly problematic for actualizing clinically based teacher education. Thus, the road to transforming teacher education must involve addressing such long standing misperceptions about what supervision is, what purpose it serves, and how it can be renewed from an afterthought to become the driving engine of high quality teacher preparation. Advancing Supervision in Clinically Based Teacher Education: Advances, Opportunities, and Explorations aims to elevate supervision and supervisors, as undervalued actors, by disseminating high-quality manuscripts on this critical area of study. The chapters in this book tackle the persistent issue of devaluing and marginalizing supervision in some institutions of higher education by sharing current research, illuminating challenges of supervising in the current high stakes accountability climate, and offering innovative ideas that can improve supervision in clinically based teacher education.