Educating the Teacher Educators
Who, what, how and why?
Educating the Teacher Educators
Who, what, how and why?
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Description
This book presents the voices of a very diverse group of practising teacher educators as they develop their professional thinking and practice across a wide range of contexts and settings through practitioner research and inquiry. It explores and extends our understanding of who teacher educators are, and what they see as the most significant theoretical insights that inform their work.
It goes on to show how they have used particular strategies to work with learner teachers and how they continue to grapple with conceptual, policy and practical issues in their day-to-day work. These everyday challenges and methods include stimulated recall, observation and feedback, and teacher agency. In their closing chapters, internationally recognised experts Viv Ellis and Maria Assunção Flores distil the most important and valuable insights from these case studies, making this an ideal resource for early career teacher educators in all settings.
Accessibility Information
Additional accessibility information
- PDF/UA-2, 1.4
- accessibility@bloomsbury.com
Hazards
The publication contains no hazards
Support for non-visual reading
Has alternative text descriptions for images
Navigation
- Page list to go to pages from the print source version
- Elements such as headings, tables, etc for structured navigation
- All or substantially all textual matter is arranged in a single logical reading order
Table of Contents
1. Who are the teacher educators? Ann Childs (Oxford University, UK), Stuart Farmer (Institute of Physics, UK), Trevor Mutton (Oxford University, UK)
Part Two: What is the role of key theories in enhancing teacher educators' professional thinking and practice?
2. The Knowledge Quartet, Claire Aspinall (Learning and Skills Consultant, UK), Jackie Flaherty (The Ogden Trust, UK), Stuart Farmer (Institute of Physics, UK), Sinead Godden (Southfields Academy, UK), Will Haywood (University of Warwick, UK), Susan Jones (University of Wales Trinity St David, UK), Amanda Wilkinson (University of the West of England, UK) and John Chun Yin Wong (The University of Hong Kong)
3. What is the role of Clarke & Hollingsworth's model of teacher professional growth in enhancing teacher educator's thinking and practice? Stephen Hearn (Charterhouse School, UK), Gill Knight (primary maths consultant, UK) and Rachel Robinson (University of Oxford, UK)
4. Realistic Teacher Education and the ALACT model, Dongjie Chen (United World College South East Asia, Singapore), Jackie Flaherty (The Ogden Trust, UK), Jesus Garcia Jorda (International School of Beijing, China), Tim Lissimore (Wilson's School, UK)
5. Communities of Practice, Charlotte Fell (e-Qualitas Teacher Training, UK), Jessica Rowson (The Ogden Trust, UK) and Henry Sykes (Our Lady's Catholic High School, UK)
Part Three: How do teacher educators educate teachers? Key strategic approaches used to educate teachers
6. Stimulated recall, Julie Reynolds (University of Southampton, UK) Ian Campton (University of Southampton, UK)
7. Observation and feedback, Gillian Knight (primary maths consultant), Susan Jones (University of Wales Trinity St David, UK), Will Haywood (University of Warwick, UK)
8. Lesson study, Matt Lewis (National Centre for the Excellence in the Teaching of Mathematics, UK), Tim Lissimore (Wilson's School, UK), Ciaran Shannon (King Richard School, Cyprus)
9. Networking and Collaboration, Dan Cottle (University of Birmingham, UK) and Stuart Farmer (Institute of Physics, UK)
10. Mentoring and Coaching, Dongjie Chen (United World College South East Asia, Singapore), Dan Cottle (University of Birmingham, UK), Charlotte Fell (e-Qualitas Teacher Training, UK) and Jennifer Sacks (Woodford Green Preparatory School, UK)
Part Four: How can teacher educators promote transformative professionalism?
11. Teacher agency, autonomy, resisting and subverting – bottom-up teacher education, Will Haywood (University of Warwick, UK), Jesus Garcia Jorda (International School of Beijing, China) and Robyn Starr (Teach First, UK)
12. Social Justice for Teacher Education: The experiences of teachers from minority ethnic backgrounds and the implications for teacher education, Zamanganga Mbatha (Royal Docks Academy, UK), Saffron Powell (King's College London, UK) and Rachel Robinson (University of Oxford, UK)
Part Five: Why is this book important? An international perspective
13. Response 1 from a key international academic in Teacher education, Viv Ellis (Monash University, Australia)
14. Response 2 from a key international academic in Teacher Education, Dr Maria Assunção Flores (University of Minho, Portugal)
Product details
| Published | Feb 04 2027 |
|---|---|
| Format | Ebook (PDF) |
| Edition | 1st |
| Pages | 256 |
| ISBN | 9781350542327 |
| Imprint | Bloomsbury Academic |
| Publisher | Bloomsbury Publishing |
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