Teacher training Books

Book SynopsisThis book examines how educational practice can be improved through practice-focused educational research. The editors and contributors explore the issues involved in breaking down boundaries between educational research and practice - research often seen as an elitist activity that can only be determined by a favoured few - as well as the socially constructed nature of boundaries between academic and vocational education. Containing illuminating case studies written by practicing teachers from the further and vocational education sector, it posits that educational research should enable teachers to learn from research in order to improve their own educational practice. This book will be of interest and value to scholars of further and vocational education, as well as those wanting to bridge the gap between research and practice. Table of ContentsChapter 1. Practice! Practice! Practice!; Margaret Gregson and Patricia SpeddingChapter 2. Vocational Education Matters: Other People’s Children…Not Seen and Not Heard.; Paul Kessell-HollandChapter 3. The Internal Goods of Educational Leadership: Alternative Approaches to Quality Improvement; Robin Webber-JonesChapter 4. Non-traditional Students and Practical Wisdom: A Perspective from a Practitioner-Researcher; Samantha BroadheadChapter 5. Adaptive Comparative Judgement; Michael SmithChapter 6. Their Defining Moments: Identifying Critical Influences that Prompted Progression into Post Compulsory Education in the Arts; Martell BainesChapter 7. Developing Critical Thinking and Professional Identity in the Arts Through Story; Frances NortonChapter 8. Identity in Focus: Examining FE Practitioners’ Informal Professional Learning Through the Lenses of Online Community Dialogues; Lynne TaylersonChapter 9. Standing on the Shoulders of Giants: An Exploration into the Realities of Sharing ‘Good Practice’ and Developing the Craft of Teaching Through an Online Video Platform; David GallowayChapter 10. Re-dressing the Balance: Practitioner-Research as Continuing Professional Development; Patricia SpeddingChapter 11. What Do We Mean by Good Work? Issues of Practice and Standards of Quality in Vocational Education; Margaret Gregson, Patricia Spedding, and Paul Kessell-HollanddChapter 12. Bringing Practitioners Back In; Margaret Gregson and Paul Kessell-Holland

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Book SynopsisThis book offers a comprehensive introduction to Nature of Science (NOS), one of the most important aspects of science teaching and learning, and includes tested strategies for teaching aspects of the NOS in a variety of instructional settings. In line with the recommendations in the field to include NOS in all plans for science instruction, the book provides an accessible resource of background information on NOS, rationales for teaching these targeted NOS aspects, and – most importantly – how to teach about the nature of science in specific instructional contexts. The first section examines the why and what of NOS, its nature, and what research says about how to teach NOS in science settings. The second section focuses on extending knowledge about NOS to question of scientific method, theory-laden observation, the role of experiments and observations and distinctions between science, engineering and technology. The dominant theme of the remainder of the book is a focus on teaching aspects of NOS applicable to a wide variety of instructional environments.Table of Contents1.Forward to Series; Kostas Kampourakis.- 2.Preface to Book; Richard Duschl.- 3.Introduction; William McComas.- 4.Acknowledgements; William McComas.- SECTION ONE: Nature of Science in Science Teaching and Learning: Introduction.- 5. Nature of Science in the Science Curriculum: Meaning, History of Advocacy and Rationales; William McComas and Michael Clough.- 6. Considering a Consensus View of Nature of Science Content for School Science; William McComas.- 7. Principal Elements of NOS: Informing Science Teaching While Dispelling the Myths; William McComas.- 8. Nature of Science and Classroom Practice: A Review of the Literature with Implications for Effective NOS Instruction; William McComas, Michael Clough, and Noushin Nouri.- SECTION TWO: Nature of Science Instruction: Foundation Knowledge for Nature of Science Instruction.- 9. Beyond Experiments: Exploring Valid and Reliable Methods in Science; Sandra West-Moody and Susan Schwinning.- 10. Exchanging the Myth of the Scientific Method for a More Authentic Description of Science; Rebecca Reiff-Cox.- 11. Challenges and Opportunities of Theory-Laden Observation and Subjectivity; William McComas.- 12. Distinguishing Science, Engineering and Technology; Gerry Rau and Allision Antink-Meyer.- SECTION THREE: Teaching about Nature of Science: Generalized Instructional Perspectives.- 13. Using Metacognitive Prompts to Foster Nature of Science Learning; Erin Peters Burton and Stephen R. Burton.- 14. Teaching Nature of Science through a Critical Thinking Approach; Hagop Yacoubian.- 15. The Nature of Science Card Exchange: Introducing the Philosophy of Science; William Cobern and Cathleen Loving.- 16. Reflecting on Nature of Science through the Philosophy of Science; Lynda Dunlop and Jelle DeSchrijver.- 17. Preparing Science Teachers to Overcome Obstacles to Teach Nature of Science; Michael Clough, Benjamin Herman and Joanne Olson.- 18. Perspectives for Teaching about How Science Works; Fred J.J.M. Janssen, H.B. Westbroek, I. Landa, Britt van der Ploeg, and Jacqueline Muijlwijk-Koezen.- 19. Framing and Teaching Nature of Science as Questions; Michael Clough.- 20. Real and Imagined Cases to Communicate Aspects of Nature of Science; David Boersema.- 21. Avoiding De-Natured Science: Integrating Nature of Science into Science Instruction; Norman Lederman, F. Abd-El-Khalick & Judith Lederman.- 22. Blending Nature of Science with Science Content Learning; Irene Neumann, Hanno Michel and Nikos Papdouris.- 23. Using Digital Technology to Enhance Learners’ Conceptions of Nature of Science; Isha DeCoito.- 24. Using Exemplars to Improve Nature of Science Understanding; Jennifer Parrish, Grant Gardner and Cindi Smith-Walters.- 25. Practical Learning Resources and Teacher Education Strategies for Understanding Nature of Science; Sibel Erduran, Ebru Kaya, Alison Cullinane, Onur Imren & Sila Kaya.- 26. Arguing to Learn and Learning to Argue with Elements of Nature of Science; Hasan Deniz, Lisa Borgerding and Elif Adibelli-Sahin.- 27. New Frontiers in Classroom NOS Assessment; Deborah Hanuscin, Mojtaba Khajeloo and Benjamin Herman.- SECTION FOUR: Teaching Aspects of the Nature of Scienc: Specific Instructional Strategies and Settings.- 28. Using Core Science Ideas to Teach Aspects of Nature of Science in the Elementary Grades; Meredith Park Rogers, Ranu Roy and Alexander Gerber.- 29. Improving Nature of Science Instruction in Elementary Classrooms with Modified Trade Books and Educative Curriculum Materials; Jeanne Brunner and Fouad Abd-El-Khalick.- 30. Using a Problem Based Learning Approach to Teach Nature of Science; Charbel El-Hani, Nei de Freitas Nunes-Neto and Pedro Luís Bernardo da Rocha.- 31. Storytelling as a Pedagogical Tool in Nature of Science Instruction; Nausica Kapsala and Evangelia Mavrikaki.- 32. The Story Behind the Science; Michael Clough.- 33. A Typology of Approaches for Using History of Science in Science Instruction; William McComas.- 34. Using Anecdotes from the History of the Sciences to Illustrate General Aspects of Nature of Science; William McComas and Kostas Kampourakis.- 35. Using the Pendulum to Teach Elements of Nature of Science; Michael Matthews.- 36. Using Historical Inquiry Cases to Learn Nature of Science Analytical Skills; Douglas Allchin.- 37. Teaching the Limits of Science with Card Sorting Activities; Lena Hansson.- 38. Supporting Science Teachers’ Nature of Science Understanding through a Specially Designed Philosophy of Science Course; Kostas Kampourakis.- 39. Learning Aspects of Nature of Science through Authentic Research Experiences; Elizabeth Edmondson, Stephen Burgin, Dina Tsybulsky and Jennifer Maeng.- 40. Embedded Research Experiences to Enhance Nature of Science Understanding for Preservice Teachers; Julie Angle.- 41. Introducing Human Elements of Science through a Context-Rich Thematic Project; Lotta Leden and Lena Hansson.- 42.Informal Learning Environments and their Potential Role in Communicating Nature of Science; Michael Reiss and William McComas.-

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Book SynopsisThis book addressed teachers’ necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature. The book proposes an analysis of the features that shape the journey of the teacher profession and professionalism, a journey which needs to be collaborative, agentive and dialogical: • Collaborative in changing the personal and professional teacher development from an individual and solitude process toward a joint discovery with mutual enrichment and shared directionality; • Agentive in the ability to activate internal and external resources for an individual, productive and communicative transformation; • Dialogical in the ability to enrich the personal narrative with the voices of others and opening spaces for dialogue and listening. The seven chapters are structured in a way that gives flow and pace to the unfolding story of the developing teacher identity and is informed by a whole range of research and literature. This book serves as a reference point for teacher-students, in-service teachers and teacher educators who are interested in their professional development and looking for new perspectives. It also offers some helpful insights for administrators who need to make ICT decisions on course development in teacher education.Table of ContentsIntroduction Becoming a Teacher: to be a Teacher Acquiring a Teacher Professional Identity Circular dynamic between theory to teacher practice From content to activity From the research: French journey in teacher training A focus: From Novice to Expert The idea in brief: Connection to build new epistemic synthesis Supporting the Teacher Professional Developing 2.1 Reflective practice 2.2 The e-portfolio as a boundary object Example of ePortfolios structure in a university course 2.2 The use of the digital video as a reflective tool The reflexive methods of self-confrontation 2.4 Developing Research – Inquiry Attitude From the research: Sustainability of the research inquiry skill after one year A focus: Boundary Object for transformation The idea in brief: Becoming a diffractive practitioner as more-than-reflective practice Role of the Personal Resources in Teaching Process Self-efficacy to mobilize Self-Regulated Learning to active Teacher Agency as a dynamic resource Typology of Agency Readiness From the research: Agency after a teacher training A focus: Contemplative practices in Teacher training The idea in brief: The personal teacher ‘past as professional resources Role of the Tools and ITC in Teaching Process Appropriation, Tools and Scripts The case of the I-Pad 4.2. Socio-materiality in the teaching process From the research: New social and material appropriation A focus: The artefact in a socio-cultural approach The idea in brief: Role of Collaboration in Teaching Process Collaboration and Knowledge Building in the classroom Collaborative Professional Learning Teacher-Researcher Collaborations as Contexts for Learning Peer collaboration: Role of the Social Network From the research: Use of Social Network by teachers in the Global South A focus: Participative methodology The idea in brief: Toward Epistemic Collaborative Communities International and Global Professional Developing International teacher training Teacher Educators: toward the next generation of teachers From the research: An international Blended course for teacher educators A focus: Blended Learning The idea in brief: Ethical-critical global pedagogy Open Perspective Transformative Interactions with Augmented and Emerging Technology Knots of new configurations in classroom Teacher Professional Developing in Posthumanism / Hyperhumanism The idea in brief: Critical and participative mean-making Conclusion References

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Book SynopsisThis open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John HattieTable of ContentsPART I: Student perceptions of teaching–Usefulness and theoretical considerations.- Chapter 1. Functions and success conditions of student feedback in the development of teaching and teachers (Benedikt Wisniewski).- Chapter 2. What is a perception? A theoretical overview of perspectives on student perceptions of teaching quality. (Rikkert Van der Lans).- Chapter 3. Student Voice as Espoused, Enacted and Experienced. How Research Can Bridge Policy and Practice. (Val Hall).- Chapter 4. A systematic review on student perception questionnaires (Hannah Bijlsma).- PART II: Concerns about student perception of teaching quality.- Chapter 5. Student perceptions of teaching quality: Dimensionality and halo effects (Sebastian Röhl).- Chapter 6. Understanding (dis)agreement in student ratings of instruction and classroom climate (Jonathan Schweig).- Chapter 7. Association between student surveys and classroom observation measures of teaching effectiveness (Rikkert van der Lans).- Chapter 8. Student Ratings of Teaching Quality in Primary School Revisited (Benjamin Fauth).- Chapter 9. Student ratings of teaching quality: Current research and practical implications (Richard Göllner).- Chapter 10. A Review of Recent Research on Student Surveys as a Measure of Teacher Effectiveness (Ryan Balch).- PART III: Teachers’ usage of student feedback at schools.- Chapter 11. A general introduction to data use in schools (Cindy Poortman).- Chapter 12. What Can We Learn from Research on Multisource Feedback in Organizations? (John Fleenor).- Chapter 13. Lessons Learned from Research on Student Feedback in Higher Education.- Chapter 14. An overview on intervention studies using student feedback. (Sebastian Röhl).- Chapter 15. Reciprocal Student-Teacher-Feedback on Cooperation (Jan-Erik Schmidt).

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Book SynopsisThis open access book presents a structural model and an associated test instrument designed to provide a detailed analysis of professional competences for teaching mathematical modelling. The conceptualisation is based on the COACTIV model, which describes aspects, areas and facets of professional competences of teachers. The manual provides an overview of the essential teaching skills in application-related contexts and offers the tools needed to capture these aspects. It discusses the objectives and application areas of the instrument, as well as the development of the test. In addition, it describes the implementation and evaluates the quality and results of the structural equation analysis of the model. Teaching mathematical modelling is a cognitively challenging activity for (prospective) teachers. Thus, teacher education requires a detailed analysis of professional competence for teaching mathematical modelling. Measuring this competence requires theoretical models that accurately describe requirements placed upon teachers, as well as appropriate evaluation tools that adequately capture skills and abilities in this field. This book presents an instrument that measures the professional competences in a sample of 349 prospective teachers.Table of ContentsIntroduction.- Objectives and application areas.- Test development.- Implementation of the test.- Test quality.- Selected results.- References.- Attachment.- Modelling experiences.- Beliefs about mathematical modelling.- Self-efficacy about assesing mathematical modelling.- Modelling specific pedagogical content knowledge.- Test booklet.

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Book SynopsisThis textbook provides real world examples of how disciplinary literacy can incorporate gamified learning opportunities in elementary classrooms (grades K-5 or ages 5-11). It also presents concrete examples of how to seamlessly integrate literacy within other subjects in engaging and unique ways. Furthermore, this text offers practical information related to pedagogy, content, and differentiation for each lesson. Preservice teachers, practicing teachers, instructional coaches, and administrators can benefit from this user-friendly text and its companion digital components, allowing for replication of lessons based on national standards, backed by best-practices, and supported by differentiated pedagogy.This unique volume begins with engineering marvels that span across centuries and locations. The eight chapters focus on the following marvels in chronological order: Great Pyramid of Giza, Stonehenge, Leaning Tower of Pisa, Great Wall of China, Machu Picchu, Panama Canal, Golden Gate Bridge, and International Space Station. By focusing on these specific examples of human ingenuity, opportunities are created to delve into the historical and social aspects of each chapter’s focus. There are also occasions to explore the artistic merit and the art created about and around each focus. Additional teaching opportunities lie in understanding the science, engineering, technology, and math embedded in all featured marvels.Each chapter features an adventure roadmap in the form of a narrative quest set against the chapter’s marvel that guides teachers and student players through embedded activities. Activities are designed for lower elementary school (grades K-2 or ages 5-8) and upper elementary school (grades 3-5 or ages 8-11). Instructional support for both novice and career teachers is provided through differentiation strategies, resource materials, and teaching tips.Trade Review“The authors … provide pictures to showcase certain quests, as well as YouTube links to videos to further aid teachers. Elementary teachers could easily select all … activities for their students to complete. The tasks are also able to be modified to fit teacher needs. Each chapter includes new activities for each of the three quests so that teachers gain a wealth of knowledge about different strategies to help engage students in not only mathematics, but cross-disciplinary tasks.” (Ann Wheeler, MAA Reviews, July 3, 2022)Table of ContentsGetting Started.- The Great Pyramid of Giza.- Stonehenge.- The Leaning Tower of Pisa.- The Great Wall of China.- Machu Picchu.- The Panama Canal.- The Golden Gate Bridge.- The International Space Station.

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Book SynopsisThis book investigates the racism experienced by Black teacher trainee Post-graduate students whilst on teaching placements in South London primary schools. Using critical race theory as an epistemological lens, the book goes on to explore their experiences in school via testimonies around the gaslighting they were subjected to. Chapters delve into how these students work to fit themselves into the school’s white space at an emotional and psychological cost and addresses the questions these experiences raise for those in charge of PGCE courses and Initial Teacher Education. Table of Contents1.Black Teacher, White System: Critical Race Theory and the Contours of Racism.-2.CRT and Narrative Inquiry: Storytelling and Tackling the ‘master narrative’ with Counter-Narratives.-3.Storytelling: Legacy of the Griot(te).-4.Managing a Black Identity in White Spaces or Strategies of ‘Becoming’ White.-5.Why Does ITE Matter?.-6.Discussion and Conclusion.-7.Final Thoughts: More Things Change, More Things Stay the Same

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Book Synopsis1.Introduction.- 2.How knowledge matters.- 3.Knowledge matters: a learning perspective.- 4.Knowledge matters: a sociological perspective.- 5.Knowledge matters: a democratic perspective.- 6.Knowledge and the curriculum.- 7.Everything starts with the curriculum.- 8.Curriculum as a pendulum.- 9.Towards the best of both worlds: a knowledge-rich curriculum.- 10.On Content-richness.- 11.On Coherence.- 12.On Clarity.- 13.What are the effects of a knowledge-rich curriculum.- 14.Concluding remarks.- 15.Executive summary.- 16. References.

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Book SynopsisPart I: Policy Implementation for EMI: Reflections from the field.- Chapter 1: Policy implementation for EMI: Lessons from thecontext of Higher Education (HE) in Pakistan, Palwasha Sajjad.- Chapter 2: Considering the Implementation of English as aMedium of Instruction in the Algerian Higher Education: Between Ambitions and Risks, Amira Benabdelkader.- Chapter 3: EMI Course process in the Turkish Higher Education Context and Pedagogical Implications - Mehmet Birgün & Yasemin Kirkgöz.- Chapter 4: Designing professional development to meet EMI assessment challenges - Olivia Mair, Amanda Murphy and Francesca Costa.- Part II: Teacher Training in EMI: Best Practices and Challenges.- Chapter 5: What makes a good EMI lecturer:  A comparison between Vietnamese students' and lecturers' perceptions- Phuong Le Hoang Ngo.- Chapter 6: EMI Teacher Training and Learning Design: Insights from Verona University and Beyond - Sharon Hartle.- Chapter 7: Educating teachers for new roles:  reconstructing the pedagogical content knowledge of Brazilian academics who teach in EMI settings - Telma Gimenez.- Chapter 8: EMI teacher training at a Korean science and engineering university: practices and challenges - Eun Gyong Kim & Mik Fanguy.- Chapter 9: Collaborative online international faculty development for English Medium Instruction - Olivia Mair.- Chapter 10: From Educators to Empowered EMI Experts: Nurturing Faculty Educators for Quality EMI - Ece Zehir-Topkaya & Orçin Karadag.- Part III: Directions for EMIProfessional development.- Chapter 11: Future Directions for Professional Development in EMI Settings - Ali Karakas & Yasemin Kirkgöz.

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Book SynopsisChapter 1. Navigating Perspectives: Positioning Critical Friendship as a Research Tool.- Chapter 2. Exploring Intertwined Bonds: Defining and Describing Critical Friendship with Meaningful Connections.- Chapter 3. Choosing Wisely: Selecting and Procuring a Critical Friend for Collaborative Growth.- Chapter 4. Engaging Thoughtfully: Working in Meaningful Relationship with a Critical Friend.- Chapter 5. Critically Assessing: Evaluating the Impact of a Critical Friend.- Chapter 6. Seeking Diverse Allies: Uncovering Alternate Forms of Critical Friendship.- Chapter 7. Critical Friend Conclusions.

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Book SynopsisChapter 1. Introduction.- Chapter 2. Trends in the translation of cultural items.- Chapter 3. Pedagogical Trends in Translation.- Chapter 4. Pedagogy in Practice.- Chapter 5. Enriching Pedagogy.- Chapter 6. Practical activities.- Chapter 7. Conclusion.

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Book Synopsis1. What is happening in the education system?.- 2. Standardization and counter-initiatives.- 3. Teaching and learning: Then and now.- 4. Studying through Zoom during the Corona days.- 5. Desired characteristics of the school.- 6. The new learner.- 7. Relations between a teacher and a student.- 8. Influence or authority.- 9. Feedback and the teacher's response.- 10. Achievements, measurement, and evaluation.

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Book SynopsisPart I Theoretical Frameworks of Bilingualism.- Chapter 1: Bilingualism in language education.- Chapter 2: Approaches to bilingual programs in EFL contexts.- Chapter 3: Language Teachers in Bilingual Education.- Part II Research on Bilingual Teaching Education.- Chapter 4: Bilingualism in language classrooms.- Chapter 5: Translanguaging as a Pedagogy in EFL classrooms.- Chapter 6: Bilingual Teacher development.- Chapter 7: Research Results.- Part III Putting Bilingual Education for EFL Teachers into Practice.- Chapter 8: Bilingualism-Oriented Courses for Pre-service EFL Teachers.- Chapter 9: Bilingualism Oriented Trainings for In-service EFL Teachers.- Part IV Conclusion.- Chapter 10: Conclusion: A Catalogue of Considerations for Bilingual Language Teacher Education.

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Book SynopsisPart I: Introduction & Overview.- Chapter 1. Mentorship in Higher Education: A Pathway to Student Success.- Chapter 2. Beyond the Concrete: Understanding the Essential Role of Soft Skills for Teacher Candidates.- Chapter 3. Social and Emotional Learning and Teacher Candidate Mentoring.- Part II: Pre-Service Mentoring.- Chaoter 4. Outcomes of Peer Mentoring for Teacher Candidates in a Post-Sec-ondary Concurrent Education Program.- Chapter 5. Shifting the Pre-Service Teacher Role in the Mentoring Relationship Through Knowledge Brokering and Boundary Objects.- Chapter 6. Critical Incident Support Model for Decision-Making in Challeng-ing Mentorship Situations.- Chapter 7. Using Action Research as a Mentorship Framework for Teacher Can-didates.- Chapter 8. Positioning Students as Practicum Mentors: Strategies to Support Pre-Service Teachers’ Professional Learning.- Chapter 9. Exploring Extracurricular Opportunities: Mentoring Teacher Candi-dates in a University Robotics Club.- Chapter 10. The Art of Mentoring Trauma-Informed Educators: Considerations for Teacher Education Programs.- Chapter 11. Alongside and Together: The Role of Practicum Faculty Advisors in Mentoring Teacher Candidates.- Chapter 12. Revisioning New Teacher Education: The Nexus of University and School Partnerships for Transformative Mentorship.- Part III: Mentoring for Student Types.- Chapter 13. Professional Insights for the Successful Implementation of Peer-Mentoring Programs for Undergraduate Teacher Candidates.- Chapter 14. The Importance of Mentorship for Non-Indigenous New Teachers and Teacher Candidates: Moving Toward a Decolonized Classroom by Fostering Reflection, Growth, and Cultural Competency.- Chapter 15. Mentorship Dimensions: A Tool for Mentoring through Reflection in Teacher Education Practica.- Chapter 16. Take a Walk in My Shoes: The Story of Implementing a Reverse Mentoring Pilot at Queen’s University Belfast.- Chapter 17. What if Mentors Were Among Us? Exploring the Potential for Crit-ical Transformative Mentorship in Teacher Education.- Chapter 18. Impactful Mentoring: Strategies for Effective Teacher Development for Teaching Additional Language Learner Students.- Chapter 19. Empowering Diverse Learners: Mentoring International, Additional Language, and At-Risk Teacher Candidates.- Chapter 20. Mentoring and New Teacher Efficacy.- Chapter 21. The Importance of Implementing Mentorship Programs for Black Pre-Service Teachers in Canadian Teacher Education and Induction Programs.- Part IV: Mentoring in Teacher Induction.- Chapter 22. Mentor-Embedded Professional Learning Communities (MEPLCs) as a Tool for Teacher Induction.- Chapter 23. Working Towards Change: The Impact of Mentor Development on Associate Teachers and Faculty Advisors.- Chapter 24. Japan’s Teacher Induction: A Comparative Ethnographic Narrative of Exemplary Mentoring .- Chapter 25. The Impact of Applying the Principle of the New Teacher Induction Program (NTIP) on Mentoring New Early Childhood Educators.- Chapter 26. COVID-19 Mentorship and Systemic Change: A Dual Auto-Ethnography from a Small Ontario School Board.- Chapter 27. Scaffolding New Teacher Mentoring: A Duoethnographic Exploration of Complementary Models of Mentorship of Teacher Candidates in an Ontario Faculty of Education.- Chapter 28. Mentoring Programs to Enhance Early Career Professional Development.- Chapter 29. Enhancing Professional Learning: Mentorship and Collaborative Inquiry.- Chapter 30. Mentor’s Professional Development through Their Mentoring: A Synthesis of Studies in Teaching and Teacher Education.- Chapter 31. Cultivating Growth-Mindset through Life-Long Learning to Advance In-Service Teachers’ Pedagogical Content Knowledge: Proposing a Framework for Canadian K-12 Teachers’ Induction Program.- Chapter 32. Supporting New Teachers Remotely: Electronic Mentoring.- Chapter 33. An Innovative School-University Professional Development Collaboration: Linking an Australian Regional University with a Local School.- Part V: Conclusion.- Chapter 34. From Theory to Practice in the Mentorship Journey: A Reflective Summary.

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Book SynopsisPreface.- Chapter 1. Introduction.- Chapter 2. Systematic Review Method.- Chapter 3. Overview of Review Findings.- Chapter 4. Emotional Climate of Science Education Classes.- Chapter 5: Emotion and Science Inquiry, and Laboratory and Practical Work.- Chapter 6. Emotion and Controversial Issues in Science Instruction.- Chapter 7. Emotion and Technology in Science Teacher Education.- Chapter 8. Emotion and Science Teachers’ Self-efficacy and Identity.- Chapter 9. Emotion and Teachers’ Work .- Chapter 10: Conclusions and Future Research Directions.- References .- Acknowledgement.

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Book SynopsisMit diesem essential erhalten gestresste Lehrer praxiserprobte Anleitungen, um einem drohenden Burnout vorzubeugen. Ausgehend von den stresserzeugenden, schulischen Arbeitsbedingungen geht es um grundlegende Veränderungen im Umgang des Lehrers mit sich selbst. Psychologische Anregungen und Hinweise zur Selbstreflexion von Ursachen für die Stressreaktionen dienen als Grundlage für ein neues Selbstcoaching. Dadurch verändert sich die Einstellung zu sich selbst und der Berufspraxis mit ihren besonderen Herausforderungen. Der Praktiker bekommt Tipps, insbesondere für die Gestaltung der Aufgaben abseits des Unterrichts, sowie zu Möglichkeiten der Schülermotivation und dem Umgang mit Verhaltensschwierigkeiten, da diese zu den Stressfaktoren gehören, die Lehrer und Erzieher am meisten belasten.Table of Contents

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Book SynopsisDieses praxisrelevante Lehrbuch bietet eine wertvolle Hilfestellung für den Unterricht in Schulklassen, in denen immer häufiger Kinder und Jugendliche mit geringer Motivation, ineffizientem Lernen sowie emotionalen und verhaltensbezogenen Auffälligkeiten vorzufinden sind. Dieser Leitfaden beschreibt theoretisch und empirisch fundiertes Wissen, welches in der konkreten Arbeit zu einem professionellen Umgang mit diesen Problemen verhelfen kann.Nach einer Einführung in die (allgemein-)psychologischen Schulen/Psychotherapietheorien wird Grundlagenforschung zu Motivation und Lernen und deren Praxisimplikationen dargestellt. Anschließend werden Befunde zu Auffälligkeiten, die im Klassenzimmer hohe Relevanz haben wie AD(H)S, Depression, Angst/Prüfungsangst, Ess-Störungen oder Aggression/Mobbing verständlich dargestellt. Auf dieser Grundlage wird erläutert, wie Lehrkräfte die Schüler und Schülerinnen – mit und ohne Auffälligkeiten – im Schulalltag unterstützen können.Das Buch richtet sich in erster Linie an Lehramtsstudierende, Lehrkräfte und Schulpsychologen; auch Bachelorstudierende mit Schwerpunkt Motivation oder Klinische Psychologie können wegen der Übertragung in die Anwendung von der Lektüre profitieren, ebenso wie auch Eltern. Trade Review“Dieses Buch ist nicht eine einfache Einführung in die Pädagogische Psychologie, sondern eine gezielte Hinführung von Lehrerinnen und Lehrern, pädagogisch-psychologisch mit Lernen, Motivation und Auffälligkeiten ihrer Schüler in der Praxis umzugehen. ... Es geht stets darum, Motivation und Interesse bei den Schülern so zu wecken, dass Lernen sinnvoll und möglichst störungsfrei stattfinden kann, und Störungen, wenn sie auftreten, frühzeitig zu erkennen und kompetent zu beheben. ... in einer klaren und verständlichen Sprache geschrieben. Sehr empfehlenswert!” (Peter Jansen, in: Schulmagazin, Heft 11, November 2017)“Das verständlich geschriebene, gut strukturierte und für die schulische Arbeit äußerst hilfreiche Werk regt dazu an, Kinder und Jugendliche mit Lern- und anderen Problemen theoriegeleitet zu unterstützen. ... gibt es zu AD(H)S, spezifischen Lernstörungen, Depression, Angststörungen, Selbstschädigung und Aggression, Mobbing u. a. m. Informationen und Anregungen zur pädagogischen Arbeit ... ” (Alexander Loretto, in: Schule, Heft 293, Mai 2017)“... Das Lehrbuch ist sehr verständlich und übersichtlich verfasst, so dass es sich auch für interessierte Eltern oder Laien, die sich für Auffälligkeiten im Unterricht oder grundlegende Aspekte der Pädagogischen Psychologie und einzelner Störungsbilder interessieren. Ein praktisches Highlight des Buches ist der „LMU-Leitfaden“ – Leitfaden für Lernen, Motivation und Umgang mit Auffälligkeiten von Schülern ...” (Sandra Fuchs, in: Psychologie FoxBlog, sanfuchs1979.wordpress.com, 15. November 2016)Table of ContentsEinleitung.- Große Schulen der Psychologie und darauf aufbauende Psychotherapietheorien.- Motivation.- Effektiver Wissenserwerb.- AD(H)S und spezifische Lernstörungen (Lese- und Rechenstörung).- Depression.- Angststörungen und Prüfungsangst.- Ess-Störungen.- Selbstschädigung: Substanz- und Medienmissbrauch sowie selbstverletzendes Verhalten.- Aggression, Mobbing und soziale Ausgrenzung – und Wege zur Streitschlichtung.- L-LMU: Leitfaden für Lernen, Motivation und professionellen Umgang mit Auffälligkeiten von Schülern.

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Book Synopsis

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Book SynopsisThis series was initiated as an extension of, and support for, the International Ha- book of Self-study of Teaching and Teacher Education Practices (Loughran,Ham- ton, LaBoskey, & Russell, 2004). As such, the books that comprise the series are designed to offer new and engaging ways of examining issues (both theoretical and practical), associated with self-study research. Throughthis text,the editorshave takena boldstand in holdingupto scrutinythe work of a number of scholars in ways that shed new light on the methods, practices and outcomes of their self-study endeavours. They have assembled an outstanding array of authors that demonstrates well the way in which the self-study com- nity functions as a collaborative and supportive enterprise in the work of teacher education. Deborah Tidwell, Melissa Heston and Linda Fitzgerald are an experienced and talented team of editors who have accepted responsibility for a numberof the recent Castle proceedings (Fitzgerald, Heston, & Tidwell, 2006; Heston, Tidwell, East, & Fitzgerald, 2008; Tidwell, Fitzgerald, & Heston, 2004, the bi-ennial conference of AERA's S-STEP SIG). Through that work they have been fortunate to be fully immersed in the most up to date and in uential research conducted by members of the self-study community. As a consequence of that involvement and leadership they have been exceptionally well placed to be familiar with, and therefore attract, authorsthat have a great deal to offer by sharing their work through this exceptional text.Table of ContentsSeries editor's foreword. Introduction; Deborah L. Tidwell, Melissa L. Heston, Linda M. Fitzgerald. Section 1: Self-Study through the Use of Text. 1. Co/autoethnography: Exploring Our Teaching Selves Collaboratively; Lesley Coia, Monica Taylor. 2. Teaching and Learning through Narrative Inquiry; Rosa T. Chiu-Ching, Esther Yim-mei Chan. 3. Passages: Improving Teaching Education through Narrative Self-Study; Julian Kitchen. Section 2: Self-Study through Discourse and Dialogue. 4. Taling Teaching and Learning: Using Dialogue in Self-Study; Katheryn East,,Linda M. Fitzgerald,,Melissa L. Heston. 5. 'Name It and Claim It': The Methodology of Self-Study as Social Justice Teacher Education; Vicki Kubler LaBoskey. 6. Many Mile and Many Emails: Using Electronic Technologies in Self-Study to Think about, Refine and Reframe Practice; Amanda Berry, Alicia R. Crowe. Section 3: Self-Study through Visual Representation. 7. Faces and Spaces and Doing Research; Morwenna Griffiths, Heather Malcolm, Zoè Williamson. 8. Facing the Public: Using Photography for Self-Study and Social Action; Claudia Mitchell, Sandra Weber, Kathleen Pithouse. 9. Making Meaning of Practice through Visual Metaphor; Deborah L. Tidwell, Mary P. Manke. 10. Creating Representations: Using Collage in Self-Study; Mary Lynn Hamilton, Stefinee Pinnegar. Section 4: Self-Study on the Impact of Practice on Students. 11. How Do I Influence the Generation of Living Educational Theories for Personal and Social Accountability in Improving Practice? Using a Living Theory Methodology in Improving Educational Practice; Jack Whitehead. 12. Assumption Interrogation: An Insight into a Self-Study Researcher’s PedagogicalFrame; Robyn Brandenburg. 13. Teacher Education for Literacy Teaching: Research at the Personal, Institutional, and Collective Levels; Clare Kosnik, Clive Beck.

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Book SynopsisCritical Praxis Research (CPR) is a teacher research methodology designed to bridge the divide between practitioner and scholar, drawing together many strands to explain the research process not just as something teacher researchers do, but as a fundamental part of who teacher researchers are. Emphasizing the researcher over the method, CPR embraces and amplifies the skills and passions teachers naturally bring to their research endeavours. Emerging from the tradition of critical pedagogy, Critical Praxis Research: Breathing New Life into Research Methods for Teachers transcends longstanding debates over quantitative vs. qualitative and scholar vs. practitioner research. The text examines the histories and current applications of common methodologies and re-conceptualizes the ways that these methodologies can be used to enhance teachers’ identities as practitioners and researchers. It also provides a critical examination of the role of Institutional Review Boards, and explores the complexity and ethics of data collection, data analysis, and writing. Through guiding questions and writing prompts, the author encourages readers to think through the process of design and conducting CPR. The text is theoretically rich, but written in an accessible style infused with metaphor, irony, and humour. Critical Praxis Research: Breathing New Life into Research Methods for Teachers is both instructive and uplifting, sending the message that research is difficult but also joyful, like life itself.Table of Contents Acknowledgments Preface Part I—Breathing Life into Research Methods for Teachers 1. Introduction: Why Critical Praxis Research? 2. Stages of Grief & Bringing the Joy Back to Inquiry 3. Positivist Research, Death of the Self 4. Qualitative Research: The Researcher in a Comatose State 5. CPR, Breathing New Life into Research Methods for Teachers Part II—Practicing Critical Praxis Research 6. The Seven Deadly Sins: Vices and Virtues of CPR 7. The Art of CPR Research Design 8. From Knowledge Discovery to Understanding 9. Demystifying Research Ethics in CPR Part III—CPR in Action 10. Finding Solidarity with/in/through CPR 11. Shaken and Stirred by Carolyne Ali-Kahn 12. Making Space for Praxis: Reflections on Research with ESL Teachers by Elizabeth Robinson 13. Developing My Own Ways of Knowing as a Teacher Researcher by Maura Morse 14. The Interplay of Identity, Context, and Purpose in a Study of Mathematics Teaching and Learning by Roser Giné 15. An Alternative in UpStream: Reconsidering Alternative Education and Resiliency vis-à-vis Identity and Context by Siouxsie Espinosa 16. From Research to Me-Search by Christopher J. Avilés 17. The Whole Story by Melissa N. Winchell Glossary Index

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Book SynopsisChapter 1. Introduction: reimagining pedagogical places and spaces.- Chapter 2. What is Learning from Country in the City?.- Chapter 3. Aboriginal Responses to Colonial Narratives.- Chapter 4. Country-Inspired, Relationships-Driven Teaching and Research.- Chapter 5. Developing an Aboriginal Curriculum Narrative.- Chapter 6. Case Study 1: Aboriginal Community-Based Educator's Narratives.- Chapter 7. Case Study 2: Exploring Preservice Teachers Experiences of Learning from Country in the City.- Chapter 8. Case Study 3: How Learning from Country Experiences Influence Early Career Teachers Practices.- Chapter 9. Case Study 4: Teacher Educator Narratives of Learning and Teaching.- Chapter 10. Lessons from Country.

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Book SynopsisIntroduction.- Tomlinsons framework for differentiated instruction.- Self efficacy for differentiated instruction.- Conceptual and political dilemmas.- Pedagogical and cultural dilemmas.- Concluding thoughts.

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Book SynopsisForeword.-Chapter 1: Southern theory and teacher education scoping the field, Book editorial team.- Chapter 2: Shaping theorising practices in teacher education research: Decolonising Southern theory. Michael Singh, University of Western Sydney, Australia.- Chapter 3: Southern theory and the idea of social justice in education: teacher education as a field of their convergence, Anilkumar Krishnannair and S Krishnannair, University of Zululand, South Africa.- Chapter 4: He waka eke noa: Indigenising initial and teacher education in Aotearoa New Zealand, Genaro Oliveira, Massey University, New Zealand.- Chapter 5: Southern theory contributions to initial teacher education in an Australian program: a developing pedagogical political project, Michelle Ocriciano, University of Queensland, Australia.- Chapter 6: Having the ability to build relationships across the board..with whanau with children Readiness' to teach in relation to Te Tiriti O Waitangi Claire Coleman University of Waikato, New Zealand.- Chapter 7: A decolonial turn: Exploring liminality in initial teacher education curricula in South Africa, University, Dipane Hlalele, KwaZulu-Natal, South Africa.- Chapter 8 : Ontological disobedience in the face of (im)mobility:  Possible transitions for world language teacher continuing education Danielle H. Heinrichs, University of Queensland, Australia.- Chapter 9: Where angels fear to tread: Teachers working towards decolonising the curriculum in the South Ronicka Mudaly  and Sebastian Sanjigadu, University of KwaZulu-Natal, South Africa.- Chapter 10: Re-Worlding the West in Schooling: An Australian Case of Global Citizenship Education, Dutta Nandini, Nicola Stewart, Parlo Singh Griffith University, Australia.- Chapter 11: Beyond southern theory, Book editorial team.

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