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Transforming Teacher Education
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 the academic work of teacher education needs to be reconfigured in order to stimulate the renewal of the profession of teaching and to develop new modes of educational research that will have impact on practice as well as building the discipline of Education within the universities. 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.
eBook
Developing the expertise of primary and elementary classroom teachers : professional learning for a changing world
\"Developing the Expertise of Primary and Elementary Classroom Teachers challenges many current assumptions about primary education. Tony Eaude draws on the experiences of teachers at a range of career phases to show how primary classroom teachers need a wide repertoire of strategies and a flexible, reciprocal and intuitive approach to planning, assessment and teaching. He explores the way in which a deep understanding of how young children learn is needed, and an ability to create an inclusive environment, caring relationships and teachers attuned to children are essential. He shows that many of these elements are learned over time, through regular, sustained, contextualised opportunities, relating theory and practice, with the years soon after qualification particularly significant. Eaude argues that the constraints on manifesting expertise, many of which are emotional, must be overcome to develop qualities such as confidence and resilience, encourage informed intuition and create a secure professional identity. He highlights that the professional knowledge and judgement required in complex, changing situations is acquired and refined mainly through guided practice and experience backed by reflection and engagement with research. He emphasises the need for supportive professional learning communities and for policy to enable rather than constrain primary classroom teachers' enthusiasm, creativity and willingness to innovate, and an enriched apprenticeship model - using a mixture of processes, including observation of other teachers, practice, mentoring, case studies and discussion in professional communities\"-- Provided by publisher.
Book
Formalise, Prioritise and Mobilise: How School Leaders Secure the Benefits of Professional Learning Networks
Professional learning networks (PLN) are considered to be an effective way to foster school improvement. In order to generate change PLNs require effective support from school leaders, but these leaders might best support PLNs is currently little understood. To address this, this book presents a case study of the leadership of one PLN in England.
eBook
Building educator capacity through microcredentials
This practical guide details the characteristics of high-quality microcredentials and provides guidelines for choosing them, models for designing them, implementation strategies, and lots of examples.
eBook
Pursuing Teaching Excellence in Higher Education
Teaching excellence is a topic of international significance, having importance for higher education worldwide, yet is generally considered to be poorly defined and understood. The current discourse of teaching excellence is narrowly framed, instrumental and performative, with an onus on measurement and quantification. Rallying against this narrowness, Wood and Su unpack the notion of excellence in higher education and argue for a rethinking, seeking to connect with ideas of the value of higher education in a democratic society and proposing an approach which promotes the inclusion of understandings from the perspectives of higher education stakeholders. They examine teaching excellence through different lenses by engaging a plurality of stakeholder perspectives, including higher education institutions, academics, students, employers and parents, and highlight the importance of engaging different stakeholders in discussions about teaching excellence in higher education. Whilst creating the conditions for public debate and stakeholder engagement is challenging, the authors argue that it is a vital task, and especially necessary at a time when performativity and measurement hold sway and detract from a focus on the processes of teaching and learning. The authors argue that through engaging with higher education constituencies to examine teaching excellence from different angles and stances that more inclusive understandings can be built.
eBook
Exploring the experiences of heritage speakers as world language teachers of Spanish: Professional experiences and challenges
This follow‐up study explored the experiences of eight Latina heritage speakers (HSs), who were initially enrolled in world language teacher preparation programs at two educational institutions in the United States and who became in‐service Spanish teachers. Using data from interviews, classroom observations, and a focus group, this qualitative multiple‐case study investigated their motivation to stay in the profession, professional development needs, challenges they experienced as teachers of Spanish, and how their self‐perceptions and attitudes about their use of Spanish evolved from pre‐ to in‐service teacher stages regarding their proficiency, use of code‐switching and register, and knowledge of grammar. Findings highlight the importance of supporting HSs as an essential component of teacher education programs and the workforce in world language teaching; the need for coursework that illuminates register differences but always values and legitimizes their own way of speaking; the need for world language education and Spanish language faculty in teacher preparation programs to establish common, coordinated goals for preservice teachers; and academic training for HSs in pedagogy and sociolinguistics, not only at the preservice teacher level, but also as professional development for all members in world language departments, in both K‐12 and higher education settings. The Challenge Although heritage speakers' (HSs) experiences as language learners have been broadly studied, those of HSs who are in‐service world language teachers have been overlooked. What motivates HSs to stay in this profession? What challenges do they experience as teachers of Spanish? What are their professional development needs? How do their perceptions and attitudes about their use of Spanish evolve from pre‐ to in‐service teacher stages?
Journal Article