What do teachers learn 'on the job'? And how, if at all, do they learn from 'experience'? Leading researchers from the UK, Europe, the USA and Canada offer international, research-based perspectives on a central problem in policy-making and professional practice - the role that experience plays in learning to teach in schools. Experience is often weakly conceptualized in both policy and research, sometimes simply used as a proxy for 'time', in weeks and years, spent in a school classroom. The conceptualization of experience in a range of educational research traditions lies at the heart of this book, exemplified in a variety of empirical and theoretical studies. Distinctive perspectives to inform these studies include sociocultural psychology, the philosophy of education, school effectiveness, the sociology of education, critical pedagogy, activism and action research. However, no one theoretical perspective can claim privileged insight into what and how teachers learn from experience; rather, this is a matter for a truly educational investigation, one that is both close to practice and seeks to develop theory. At a time when policy-makers in many countries seek to make teacher education an entirely school-based activity, Learning Teaching from Experience offers an essential examination of the evidence-base, the traditions of inquiry - and the limits of those inquiries.

Teacher education has a central role in the improvement of educational systems around the world but what do the teacher educators in universities and colleges actually do? Day-to-day, how do they support the learning and development of the thousands of new teachers we need every year? And why does this matter? Drawing on recent research by the authors, situated in the growing international literature, Transforming Teacher Education puts these questions in cultural and historical context and offers a practical answer in the form of an original agenda for the transformation of current conditions in teacher education with future designs for practice. Viv Ellis and Jane McNicholl argue that teacher education needs to be transformed so as to take advantage of the unique structural connections that exist between schools and universities in countries like England (represented by the notion of 'partnership') and the USA (with the example of professional development schools) by capitalising on the networks of expertise within and between these different organisations to produce powerful new forms of knowledge. They offer suggestions for future designs for teacher education, drawing not only on the latest research in teacher learning and development but from across the social sciences.

How was the crisis of teacher supply, teaching quality and the crisis of confidence in policy formation in England constructed? In this open access book, leading teacher educators and researchers provide unique insights into a ‘great experiment’ in teacher education in England, sometimes insights from people who were in the room at critical junctures in the process. International researchers also contribute brief response chapters that highlight the distinctive approach England has taken is and why it is now an outlier in terms of education policy. It the relationship between ‘the state’ and ‘the market’ – where the state rejects the market if it doesn’t deliver the required ideological solution – that makes ITE reform in England so interesting and important for national and international readers. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Monash University.

Teachers' knowledge of the subjects they teach has been of enduring interest to governments, the profession and the wider society. In this book, Viv Ellis traces the development of three beginning teachers thinking about their subject knowledge in the context of Standards-based teacher education and the practice of auditing student teachers' subject knowledge. Ellis puts forward a theory of subject knowledge development that moves on from the objectivist and individualistic epistemologies associated with Standards and the practices of auditing to more a contextualist and sociocultural understanding of teachers' cognition and learning. An important implication of this study is that if teacher education wishes to have greater impact on the development of beginning teachers, teacher educators need to pay greater attention to the schools and subject department settings in which these beginning teachers learn.

Why should young people study a subject called English? This question lies at the heart of this fascinating monograph, which brings together the diverse perspectives of many leading thinkers about English and literacy thinking.This meticulously researched and well-written study takes as its starting point the importance of the history of the subject in the formation of its constitution and its boundaries. First and foremost, it proposes that questions of aims and values have informed these choices. Equally, it suggests that returning to these educational questions helps us to understand curriculum and pedagogy in complex ways that a simple focus on content and methods neglects. Curriculum and pedagogy bring learners, teachers, institutions and the wider society into the debate.Building upon the long tradition of socially critical work in English Education, this book provides a timely, original and distinctive opportunity to consider responses to the question 'why English?' as well as the more radical, 'why not?'

Viv Ellis, Lauren Gatti and Warwick Mansell present a unique and international analysis of teacher education policy. Adopting a political economy perspective, this distinctive text provides a comparative analysis of three contrasting welfare state models – the US, England and Norway – following the 2008 Global Financial Crisis (GFC). Arguing that a new political economy of teacher education began to emerge in the decade following the GFC, these world-renowned authors explore key concepts in education privatisation and examine the increasingly important role of shadow state enterprises in some jurisdictions. This topical text demonstrates the potential of a political economy approach when analysing education policies regarding pre-service teacher education and continuing professional development.

This book brings together leading representatives of activity-theoretically-oriented and socioculturally-oriented research around the world, to discuss creativity as a collective endeavour strongly related to learning to face the societal challenges of our world. As history shows, major accomplishments in arts and technological innovations have allowed us to see the world differently and to identify new learning perspectives for the future which were seldom limited to individual action or isolated activities. This book, while primarily focused on educational insitutions, extends its examination of creativity and learning to include other settings (such as government agencies) beyond the limits of schooling.

Teachers, both in and beyond teacher education programmes, are continual learners. As society itself evolves, new settings and the challenges they provide require new learning. Teachers must continually adapt to new developments that affect their work, including alterations to qualification systems, new relationships with welfare professionals, and new technologies which are reconfiguring relationships with pupils.

Cultural-Historical Perspectives on Teacher Education and Development is an international volume which clarifies the purpose of initial (pre-service) teacher education and continuing professional development, and the role of universities and higher education personnel in these processes. An edited collection of chapters by leading researchers from the UK, the US and Europe, it gains coherence from its theoretical orientation and substantive focus on teacher learning. This book:

• demonstrates the contribution of sociocultural and cultural-historical activity theory (CHAT) towards our understandings of teacher learning
• offers a strong exemplification of a research focus on teachers as learners in specific sociocultural settings
• shows what teachers learn, how they learn and where they learn, using specific research examples, in the context of broader interests in the development of professional practice and professional education.

As the only volume now available that applies CHAT principles to teacher education and learning, Cultural-Historical Perspectives on Teacher Education and Development will be highly useful for teachers and teacher educators undertaking postgraduate and doctoral studies, particularly in the area of professional learning and development. It will also be of relevance to the continuing development of teachers and other school-based professionals.

This book explores the impact new information and communication technologies are having on teaching and the way children learn. The book addresses key issues across all phases of primary and secondary education, both in the UK and internationally.
ICT, Pedagogy and the Curriculum looks at the relationship between ICT, paradigms of teaching and learning, and the way in which curriculum subjects are represented. Three principal areas are addressed:
the wider perception of ICT in society, culture and schooling
the challenges to pedagogy
the way in which ICT not only supports learning and teaching but changes the nature of curriculum subjects.
The tensions between the use of technology to replicate traditional practices and the possibilities for transforming the curriculum and pedagogy are explored. This book offers an original and distinctively critical perspective on the way in which we understand ICT in education.
It will be of interest to all primary and secondary teachers and those in initial teacher training concerned about current technology initiatives in education and how to respond to them.

eBook available with sample pages: 0203468252

This book explores the impact new information and communication technologies are having on teaching and the way children learn. The book addresses key issues across all phases of primary and secondary education, both in the UK and internationally.
ICT, Pedagogy and the Curriculum looks at the relationship between ICT, paradigms of teaching and learning, and the way in which curriculum subjects are represented. Three principal areas are addressed:
the wider perception of ICT in society, culture and schooling
the challenges to pedagogy
the way in which ICT not only supports learning and teaching but changes the nature of curriculum subjects.
The tensions between the use of technology to replicate traditional practices and the possibilities for transforming the curriculum and pedagogy are explored. This book offers an original and distinctively critical perspective on the way in which we understand ICT in education.
It will be of interest to all primary and secondary teachers and those in initial teacher training concerned about current technology initiatives in education and how to respond to them.

How was the crisis of teacher supply, teaching quality and the crisis of confidence in policy formation in England constructed? In this open access book, leading teacher educators and researchers provide unique insights into a ‘great experiment’ in teacher education in England, sometimes insights from people who were in the room at critical junctures in the process. International researchers also contribute brief response chapters that highlight the distinctive approach England has taken is and why it is now an outlier in terms of education policy. It the relationship between ‘the state’ and ‘the market’ – where the state rejects the market if it doesn’t deliver the required ideological solution – that makes ITE reform in England so interesting and important for national and international readers. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Monash University.

This book brings together leading representatives of activity-theoretically-oriented and socioculturally-oriented research around the world, to discuss creativity as a collective endeavour strongly related to learning to face the societal challenges of our world. As history shows, major accomplishments in arts and technological innovations have allowed us to see the world differently and to identify new learning perspectives for the future which were seldom limited to individual action or isolated activities. This book, while primarily focused on educational insitutions, extends its examination of creativity and learning to include other settings (such as government agencies) beyond the limits of schooling.

Teachers, both in and beyond teacher education programmes, are continual learners. As society itself evolves, new settings and the challenges they provide require new learning. Teachers must continually adapt to new developments that affect their work, including alterations to qualification systems, new relationships with welfare professionals, and new technologies which are reconfiguring relationships with pupils.

Cultural-Historical Perspectives on Teacher Education and Development is an international volume which clarifies the purpose of initial (pre-service) teacher education and continuing professional development, and the role of universities and higher education personnel in these processes. An edited collection of chapters by leading researchers from the UK, the US and Europe, it gains coherence from its theoretical orientation and substantive focus on teacher learning. This book:

• demonstrates the contribution of sociocultural and cultural-historical activity theory (CHAT) towards our understandings of teacher learning
• offers a strong exemplification of a research focus on teachers as learners in specific sociocultural settings
• shows what teachers learn, how they learn and where they learn, using specific research examples, in the context of broader interests in the development of professional practice and professional education.

As the only volume now available that applies CHAT principles to teacher education and learning, Cultural-Historical Perspectives on Teacher Education and Development will be highly useful for teachers and teacher educators undertaking postgraduate and doctoral studies, particularly in the area of professional learning and development. It will also be of relevance to the continuing development of teachers and other school-based professionals.

Linked to the new Teachers′ Standards, this is an essential text for all secondary trainees and PGCE students, training at an ITT institution or in a school. The text covers all fundamental issues for learning and teaching in secondary schools. It guides trainee teachers through the professional attributes, skills and knowledge they need, focusing on a range of key topics and summarising important educational research. It examines the curriculum, planning, assessing and SEN and explores EAL, equality and diversity and pastoral care. A chapter is included to help support students in their Masters level work at PGCE and throughout, interactive activities make essential links between theory and practice. In all chapters, practical examples demonstrates how all aspects relate to the classroom. About the Achieving QTS Series All the books in this successful series support trainees through their initial teacher training and guide them in the acquisition of their subject knowledge, understanding and classroom practice. All new titles within the series are linked to the 2012 Teachers′ Standards adn consider the impact of key government initiatives. Viv Ellis is Professor of Head of Education at Brunel University in London, UK, and a Visiting Professor at Bergen University College in Norway.

What do teachers learn 'on the job'? And how, if at all, do they learn from 'experience'? Leading researchers from the UK, Europe, the USA and Canada offer international, research-based perspectives on a central problem in policy-making and professional practice - the role that experience plays in learning to teach in schools. Experience is often weakly conceptualized in both policy and research, sometimes simply used as a proxy for 'time', in weeks and years, spent in a school classroom. The conceptualization of experience in a range of educational research traditions lies at the heart of this book, exemplified in a variety of empirical and theoretical studies. Distinctive perspectives to inform these studies include sociocultural psychology, the philosophy of education, school effectiveness, the sociology of education, critical pedagogy, activism and action research. However, no one theoretical perspective can claim privileged insight into what and how teachers learn from experience; rather, this is a matter for a truly educational investigation, one that is both close to practice and seeks to develop theory. At a time when policy-makers in many countries seek to make teacher education an entirely school-based activity, Learning Teaching from Experience offers an essential examination of the evidence-base, the traditions of inquiry - and the limits of those inquiries.

Teacher education has a central role in the improvement of educational systems around the world but what do the teacher educators in universities and colleges actually do? Day-to-day, how do they support the learning and development of the thousands of new teachers we need every year? And why does this matter? Drawing on recent research by the authors, situated in the growing international literature, Transforming Teacher Education puts these questions in cultural and historical context and offers a practical answer in the form of an original agenda for the transformation of current conditions in teacher education with future designs for practice. Viv Ellis and Jane McNicholl argue that teacher education needs to be transformed so as to take advantage of the unique structural connections that exist between schools and universities in countries like England (represented by the notion of 'partnership') and the USA (with the example of professional development schools) by capitalising on the networks of expertise within and between these different organisations to produce powerful new forms of knowledge.They offer suggestions for future designs for teacher education, drawing not only on the latest research in teacher learning and development but from across the social sciences.

This book suggests that English teaching has something both to reclaim and renew. Why should young people study a subject called English? This question lies at the heart of this fascinating monograph, which brings together the diverse perspectives of many leading thinkers about English and literacy education. This meticulously researched and well-written collection takes as its starting point the importance of the history of the subject in the formation of its constitution and its boundaries. First and foremost, it proposes that questions of aims and values have informed these choices. Equally, it suggests that returning to these educational questions helps us to understand curriculum and pedagogy in complex ways that a simple focus on content and methods neglects. Curriculum and pedagogy bring learners, teachers, institutions and the wider society into the debate.

Viv Ellis traces the development of three beginning teachers' thinking about their subject knowledge in the context of the teaching standards and the practice of 'auditing' student teachers' subject knowledge.Teachers' knowledge of the subjects they teach has been of enduring interest to governments, the profession and the wider society. In this book, Viv Ellis traces the development of three beginning teachers' thinking about their subject knowledge in the context of the teaching standards and the practice of 'auditing' student teachers' subject knowledge. Ellis puts forward a theory of subject knowledge development that moves on from the objectivist and individualistic epistemologies associated with standards and the practices of auditing to more a contextualist and sociocultural understanding of cognition and learning. An important implication of this study is that if teacher education wishes to have greater impact on the development of beginning teachers, teacher educators need to pay greater attention to the schools and subject departments in which these beginning teachers learn.