Research-Informed Teacher Learning explores career-long improvements in knowledge building and the skills required in curriculum reform, transformations in teaching methods, alterations to assessment, and restructurings in school administration and management. This extends to meeting the needs and interests of different and diverse students and groups of students, mentoring student teachers and beginning teachers, and supporting experienced teachers, so they are all responsive to their local school-communities, thereby contributing to democratic schooling and the public good. The book mainly focuses on the professionals working in teaching and teacher education from pre-service training and development through early-mid career and into later stages of career mobility. It pinpoints the ways that practitioners need to be involved in the design and delivery of changing models of teacher education which helps in the development of their own professional activities at all levels of the teaching service. Dedicated to the late Professor Carey Philpott, the book takes his ideas forward, particularly in the current conjuncture when teacher learning is curtailed and constrained by power brokers, politicians and policy makers in various undemocratic ways. This book will be of great interest for academics and researchers in the fields of teacher education, educational policy and politics, and lifelong learning and development.

Teachers and Teacher Unions in a Globalised World asks a series of pressing questions of teacher educators, teachers and teacher unions worldwide in this era of global capitalism. As governments around the world support austerity politics in the face of financial meltdowns, social inequalities, terrorist threats, climate catastrophe, wars and mass migrations, the book questions whether practitioners in teaching and teacher education are succumbing to pressures to dismantle their nation-state systems of education. The authors present a clearly argued case in Ireland for teachers and teacher educators organising to realise their moral and social responsibilities of free and fair schooling for all when it is most needed, as well as insisting on policy debates about a free publicly funded school system. At a time when teachers are feeling overwhelmed with workload and frustrated by the visible turning of events away from the historical record, the book emphasises the importance of practitioner research in informing decisions about a strategic and democratic way forward for education around the globe. Teachers and Teacher Unions in a Globalised World will be of great interest to academics and researchers in the field of education, as well as teacher educators, practitioners and policymakers.

Teacher Education through Active Engagement identifies and addresses a contemporary issue: the ways in which teaching and teacher education are articulated by politicians, civil servants, business leaders and educational entrepreneurs intent on profit-making in the current global neoliberal policy context. This is often characterised by narrow and ill-conceived ideas about teacher characteristics and competences; recruiting and fast-tracking graduates from elsewhere into the profession; the reform of teacher training with less emphasis on theory and academic study; a narrow focus on teachers' core skills; and the promotion of training in model 'teaching schools'. In this book contributors challenge this conceptualisation and demonstrate practitioners' necessary intellectual activity to wrest back professional control. By drawing on practice-focused research carried out in sites of educational policy and practice, each chapter exemplifies for teachers, student teachers and teacher educators the sort of 'knowledge work' to coordinate a professional reply to non-educationalists who dictate the terms of teaching and teacher education. The book provides directions for encouraging critical thinking, analytical skills and political activism, which consider the needs and interests of diverse children and young people in real classrooms, real schools and real communities. Illustrated throughout with practice-focused research and drawing on the historical case of Winifred Mercier and her colleagues at the City of Leeds training college who challenged the establishment to leave a legacy of professional control, the book will appeal to practitioners, academics and researchers in the fields of teacher education and education studies.

Teacher Education through Active Engagement identifies and addresses a contemporary issue: the ways in which teaching and teacher education are articulated by politicians, civil servants, business leaders and educational entrepreneurs intent on profit-making in the current global neoliberal policy context. This is often characterised by narrow and ill-conceived ideas about teacher characteristics and competences; recruiting and fast-tracking graduates from elsewhere into the profession; the reform of teacher training with less emphasis on theory and academic study; a narrow focus on teachers' core skills; and the promotion of training in model 'teaching schools'. In this book contributors challenge this conceptualisation and demonstrate practitioners' necessary intellectual activity to wrest back professional control. By drawing on practice-focused research carried out in sites of educational policy and practice, each chapter exemplifies for teachers, student teachers and teacher educators the sort of 'knowledge work' to coordinate a professional reply to non-educationalists who dictate the terms of teaching and teacher education. The book provides directions for encouraging critical thinking, analytical skills and political activism, which consider the needs and interests of diverse children and young people in real classrooms, real schools and real communities. Illustrated throughout with practice-focused research and drawing on the historical case of Winifred Mercier and her colleagues at the City of Leeds training college who challenged the establishment to leave a legacy of professional control, the book will appeal to practitioners, academics and researchers in the fields of teacher education and education studies.

This edited book is about child poverty in Wales, specifically in a local school-community that identified its causes and effects, the challenges it poses for schooling future generations, and a series of local solutions that personify Wales’s devolved governments’ social democratic social imaginary. These responses all markedly contrast those of conservative UK Westminster governments espousing neoliberal logics for a global economy in consecutive prime ministers’ hallmark policies – Thatcher’s de-industrialisation, Cameron’s austerity, Johnson’s Brexit and Global Britain agenda, Truss’s Net Zero agenda, and Sunak’s new economic agenda in an effort to reunite the Conservative Party and win back public as well as business confidence. These policy agendas are invariably policy failures that play out for children and young people in their lived experiences of poverty and inequalities, and that find expression in social emergencies and humanitarian disasters apropos the cost of living crises, for example, as documented in this volume.

Teachers and Teacher Unions in a Globalised World asks a series of pressing questions of teacher educators, teachers and teacher unions worldwide in this era of global capitalism. As governments around the world support austerity politics in the face of financial meltdowns, social inequalities, terrorist threats, climate catastrophe, wars and mass migrations, the book questions whether practitioners in teaching and teacher education are succumbing to pressures to dismantle their nation-state systems of education. The authors present a clearly argued case in Ireland for teachers and teacher educators organising to realise their moral and social responsibilities of free and fair schooling for all when it is most needed, as well as insisting on policy debates about a free publicly funded school system. At a time when teachers are feeling overwhelmed with workload and frustrated by the visible turning of events away from the historical record, the book emphasises the importance of practitioner research in informing decisions about a strategic and democratic way forward for education around the globe. Teachers and Teacher Unions in a Globalised World will be of great interest to academics and researchers in the field of education, as well as teacher educators, practitioners and policymakers.

Research-Informed Teacher Learning explores career-long improvements in knowledge building and the skills required in curriculum reform, transformations in teaching methods, alterations to assessment, and restructurings in school administration and management. This extends to meeting the needs and interests of different and diverse students and groups of students, mentoring student teachers and beginning teachers, and supporting experienced teachers, so they are all responsive to their local school-communities, thereby contributing to democratic schooling and the public good. The book mainly focuses on the professionals working in teaching and teacher education from pre-service training and development through early-mid career and into later stages of career mobility. It pinpoints the ways that practitioners need to be involved in the design and delivery of changing models of teacher education which helps in the development of their own professional activities at all levels of the teaching service. Dedicated to the late Professor Carey Philpott, the book takes his ideas forward, particularly in the current conjuncture when teacher learning is curtailed and constrained by power brokers, politicians and policy makers in various undemocratic ways. This book will be of great interest for academics and researchers in the fields of teacher education, educational policy and politics, and lifelong learning and development.

'Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope.' Ian Menter, Professor of Teacher Education, University of Oxford, UK Teachers and Academic Partners in Urban Schools identifies and addresses a major problem for practitioners - teachers, student teachers and teacher educators - working in urban schools burdened by highly restrictive teaching methods and pressures to meet unrealistic benchmarks set by government. In this book, Lori Beckett investigates how to negotiate these tensions and challenges and offers an account of how to elevate practitioners' professional voice on quality teaching along more democratic lines. The book addresses key issues for teachers in urban schools, such as: fractures in teachers' professional communities; impacts of imposed marketizing policies and forced performative practices on schools; the complexities of teaching and teachers' concerns about practice, as well as teaching practitioners' perception of educational/schools policy. Both academic and teacher partners contribute to the work, showcasing the ways they have engaged with each other in joint work and with local government. Through this, the book supports a professional and politicized dialogue about teaching and teacher education, offering a meaningful account of how to fashion a form of educative schooling for students and families with complex needs. Written by a dynamic and experienced author, this book brings Beckett's experience to bear on a controversial and complex area - addressing the general trend towards increased regulatory policy in education. It is an essential read for anyone interested in a rich analysis of how practitioners can work to reassert their professional voice and regain control of schools and teacher education, and will also appeal to those interested in the larger project of restoring school democracy.

'Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope.' Ian Menter, Professor of Teacher Education, University of Oxford, UK Teachers and Academic Partners in Urban Schools identifies and addresses a major problem for practitioners - teachers, student teachers and teacher educators - working in urban schools burdened by highly restrictive teaching methods and pressures to meet unrealistic benchmarks set by government. In this book, Lori Beckett investigates how to negotiate these tensions and challenges and offers an account of how to elevate practitioners' professional voice on quality teaching along more democratic lines. The book addresses key issues for teachers in urban schools, such as: fractures in teachers' professional communities; impacts of imposed marketizing policies and forced performative practices on schools; the complexities of teaching and teachers' concerns about practice, as well as teaching practitioners' perception of educational/schools policy. Both academic and teacher partners contribute to the work, showcasing the ways they have engaged with each other in joint work and with local government. Through this, the book supports a professional and politicized dialogue about teaching and teacher education, offering a meaningful account of how to fashion a form of educative schooling for students and families with complex needs. Written by a dynamic and experienced author, this book brings Beckett's experience to bear on a controversial and complex area - addressing the general trend towards increased regulatory policy in education. It is an essential read for anyone interested in a rich analysis of how practitioners can work to reassert their professional voice and regain control of schools and teacher education, and will also appeal to those interested in the larger project of restoring school democracy.