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.
Table of Contents
1. Introduction and rationale Ann Childs (Oxford University, UK), Stuart Farmer (Institute of Physics, UK), Trevor Mutton (Oxford University, UK)
2. Who are the teacher educators? Ann Childs (Oxford University, UK),Stuart Farmer (Institute of Physics, UK),Trevor Mutton (Oxford University, UK)
Part Two
3. The knowledge quartet, Claire Aspinall (Learning and Skills Consultant, UK), Jackie Flaherty (The Ogden Trust, UK), Stuart Farmer (Institute of Physics, 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)
4. 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)
5. Realistic teacher education and the ALACT model, Dongjie Chen (United World College South East Asia, Singapore), Jesus Garcia Jorda (International School of Beijing, China), Tim Lissimore (Wilson's School, UK)
6. 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
7. Video enriched re?ection: The development of a pedagogy for e?ective and meaningful re?ection, Julie Reynolds (University of Southampton, UK) Ian Campton (University of Southampton, UK)
8. Observation and feedback, Gillian Knight (primary maths consultant), Susan Jones (University of Wales Trinity St David, UK), Will Haywood (University of Warwick, UK)
9. 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)
10. Networking and collaboration, Dan Cottle (University of Birmingham, UK) and Stuart Farmer (Institute of Physics, UK)
11. 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)
Part Four
12. Teacher and teacher educator 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)
13. 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
14. Reimagining teacher educator professionalism through identity, knowledge, and practice Frameworks: A Commentary from an International Perspective Maria Teresa Tatto (Arizona State University, USA)
15. Building the field and feeding the soul – a re?ection on educating the teacher educators, Viv Ellis (Monash University, Australia)
16. Re?ections and conclusions Ann Childs (Oxford University, UK),Stuart Farmer (Institute of Physics, UK),Trevor Mutton (Oxford University, UK)
Product details
| Published | 18 Feb 2027 |
|---|---|
| Format | Hardback |
| Edition | 1st |
| Pages | 240 |
| ISBN | 9781350542310 |
| Imprint | Bloomsbury Academic |
| Dimensions | 234 x 156 mm |
| Publisher | Bloomsbury Publishing |
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