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MasterClass in Geography Education provides a comprehensive exploration of the major themes in geography education research and pedagogy, drawing on international research. The editor draws together a variety of professional, academic and practitioner perspectives to support professional development of geography teachers. The book incorporates discussion of the place of subject knowledge in geography, the role and function of research in geography education and the relationship between research and practice. Topics covered include: - research and professional practice - constructing geographical knowledge - ethical considerations - carrying out research projects MasterClass in Geography Education will be essential reading for all studying the teaching and learning of geography on PGCE and Education MEd/MA courses.

While digital technology is endlessly innovating and improving itself as a tool to support teaching and learning, the cognitive process of language learning itself remains perennially the same.However, digital technology has created new learning opportunities and introduces new elements into the cognitive process of foreign language learning.

Mathematics Education with Digital Technology examines ways in which widely available digital technologies can be used to benefit the teaching and learning of mathematics.The contributors offer their insights to locate the value of digital technology for mathematics learning within the context of evidence from documented practice, prior research.

Purpose – The purpose of this paper is to report on one UK secondary school English teacher and use his practice as a vehicle for exploring the classroom realities of dialogic assessment. Dialogic assessment, a term first proposed by Alexander (2004), is a position which seeks to synthesise the potentially powerful positions of both dialogic teaching and assessment for learning remains largely unexploited as an approach to developing effective teaching and learning. Design/methodology/approach – Using video classroom evidence and interview, the authors explore the parameters within which dialogic teaching and assessment can be developed, and investigate the opportunities and obstacles which developing dialogic assessment bring about. Findings – The authors develop a framework, drawing on the evidence, which demonstrates the development of dialogic assessment in the classroom. Originality/value – This paper is an original look at dialogic assessment within the upper secondary sector.

The context of this research is one in which teachers are now expected to equip their pupils with the disposition and skills for life-long learning. It is vital, therefore, that teachers themselves are learners, not only in developing their practice but also in modelling for pupils the process of continual learning. This paper is based on a series of post-lesson interviews, conducted with 25 student teachers following a one-year postgraduate course within two well-established school-based partnerships of initial teacher training. Its focus is on the approaches that the student teachers take to their own learning. Four interviews, conducted with each student teacher over the course of the year, explored their thinking in relation to planning, conducting and evaluating an observed lesson, and their reflections on the learning that informed, or resulted from, that lesson. The findings suggest that while the student teachers all learn from experience, the nature and extent of that learning varies considerably within a number of different dimensions. We argue that understanding the range of approaches that student teachers take to professional learning will leave teacher educators better equipped to help ensure that new entrants to the profession are both competent teachers and competent professional learners.

Knowledge as we know it in the academy is coming to an end. We are facing unprecedented assaults on teacher knowledge, professionalism and identity. The values of liberal humanism are being replaced by those of neoliberalism. Teaching and teachers are being defined through Standards, and Education is reduced to a market place. Knowledge is defined by centralised curricula and enforced through government inspections. Teacher professionalism is defined by policy-makers; the good teacher is defined by compliance, not autonomy, and Balls discourses of derision are widespread. Teacher voice has been lost and replaced by teacher silence.

Drama Education with Digital Technology explores the rapidly evolving intersections between drama, digital gaming, technology and teaching.It documents thepraxis (practice and research) that move beyond anecdotal discussion of approaches and design. The contributorsexplore the realities of teaching an ancient aesthetic form in classrooms full of technologically able students. Italso examines cases from classroom practice to present teaching, with approaches and understandings that are based on evidence and supported by cutting edge learning theory from educational leaders in drama and technology.

The thesis examines the related concepts of teacher knowledge, professionalism and identity through the lens of teacher research, and in the context of a teacher-research network. The mechanism for exploration was through teacher voice. As the research unfolded, what was revealed was that accessing teacher voice presented a major obstacle as teachers struggled to articulate their own views on knowledge, professionalism and identity, in part because there seemed to be no language to discuss such concepts. The question of discourse thus became a key theme. The research methods developed to address this issue include a card sort as a way of addressing the teacher silences: this approach revealed that teachers were able to engage with ideas around knowledge, professionalism, identity and research when given a language in this way. However, what emerged was far from a cohesive narrative but rather diverse and at times contradictory accounts of associated teacher beliefs and values. Faced with inconsistency and paradox, a new theoretical lens of post-modernism was used to explore the fragmented and splintered narratives which had emerged, and a different account of knowledge, professionalism, identity and research is offered.