Teacher training Books

Book SynopsisThis second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.Trade Review"Throughout the text, key topics include self-based inquiry methodologies, teacher educators versus "didacticians," collaboration among prospective and practicing teachers, teaching mathematics to prospective teachers, knowledge needed by teacher educators, and an "urgent call" for additional research. Author teams are composed of mathematics educators from around the world, ensuring the text’s international perspective. Summing Up: Recommended". J. Johnson, in CHOICE, 58 (7), 2021.Table of ContentsPreface  Olive Chapman List of Figures and Tables Mathematics Teacher Educators as Developing Professionals: An Introduction  Kim Beswick Part 1: Theories and Conceptualisations of Mathematics Teacher Educators and Their Characteristics 1. How Far is the Horizon? Teacher Educators’ Knowledge and Skills for Teaching High School Mathematics Teachers  Roza Leikin 2. Developing as a Mathematics Teacher Educator: Learning from the Oxford MSc Experience  Steve Thornton, Nicola Beaumont, Matt Lewis and Colin Penfold 3. Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator  Merrilyn Goos Part 2: Mathematics Teacher Educators Learning in Transitions and through Collaborations 4. Theorising Theorising: About Mathematics Teachers’ and Mathematics Teacher Educators’ Energetic Learning  Laurinda Brown and Alf Coles 5. Mathematics Teacher Educator Collaborations: Building a Community of Practice with Prospective Teachers  Judy Anderson and Deborah Tully 6. Educating Mathematics Teacher Educators: The Transposition of Didactical Research and the Development of Researchers and Teacher Educators  Maha Abboud, Aline Robert and Janine Rogalski 7. Mathematics Teacher Educators’ Learning through Self-Based Methodologies  Olive Chapman, Signe Kastberg, Elizabeth Suazo-Flores, Dana Cox and Jennifer Ward Part 3: Mathematics Teacher Educators Learning from Practice 8. Conceptualization and Enactment of Pedagogical Content Knowledge by Mathematics Teacher Educators in Prospective Teachers’ Mathematics Content Courses  Aina Appova 9. Learning to Be Mathematics Teacher Educators: From Professional Practice to Personal Development  Yingkang Wu, Yiling Yao and Jinfa Cai 10. Learning with and from TRU: Teacher Educators and the Teaching for Robust Understanding Framework  Alan H. Schoenfeld, Evra Baldinger, Jacob Disston, Suzanne Donovan, Angela Dosalmas, Michael Driskill, Heather Fink, David Foster, Ruth Haumersen, Catherine Lewis, Nicole Louie, Alanna Mertens, Eileen Murray, Lynn Narasimhan, Courtney Ortega, Mary Reed, Sandra Ruiz, Alyssa Sayavedra, Tracy Sola, Karen Tran, Anna Weltman, David Wilson and Anna Zarkh 11. Mathematics Teacher Educators Learning from Efforts to Facilitate the Learning of Key Mathematics Concepts While Modelling Evidence-Based Teaching Practice  James A. Mendoza Álvarez, Kathryn Rhoads and Theresa Jorgensen 12. Mathematics Teaching Development in Higher Education  Simon Goodchild 13. Becoming a Mathematics Teacher Educator: Perspectives from Kazakhstan and Australia  Rosemary Callingham, Yershat Sapazhanov and Alibek Orynbassar Part 4: Researching Mathematics Teacher Educators 14. Competing Pressures on Mathematics Teacher Educators  Margaret Marshman Index

Read more less

Book SynopsisDoing Authentic Inquiry to Improve Learning and Teaching consists of 18 chapters, and 19 authors from 4 countries. The book is suited for use by educators, researchers and classroom practitioners involved in teaching and learning, teacher education, and policy. All chapters are grounded in urban contexts, but are broadly applicable. Multilogical research highlights uses of sociocultural theory, authentic, event-oriented, interpretive inquiry, narrative, and willingness to learn from difference. Methodologies are historically constituted, emergent, contingent, and participatory, embracing collaborative, and contemplative practices, and value of many voices and diverse meaning systems. Readers experience research that is potentially both personally and professionally transformative and applicable to today’s challenges. Contributors are: Jennifer D. Adams, Konstantinos Alexakos, Arnau Amat, Marissa E. Bellino, Mitch Bleier, Corinna Yolanda Brathwaite, Olga Calderon, Katelin Corbett, Amy DeFelice, Gene Fellner, Helen Kwah, Manny Lopez, Anna Malyukova, Kate E. O'Hara, Malgorzata Powietrzyńska, Isabel Sellas, Kenneth Tobin, and Yau Yan Wong.

Read more less

Book SynopsisDoing Authentic Inquiry to Improve Learning and Teaching consists of 18 chapters, and 19 authors from 4 countries. The book is suited for use by educators, researchers and classroom practitioners involved in teaching and learning, teacher education, and policy. All chapters are grounded in urban contexts, but are broadly applicable. Multilogical research highlights uses of sociocultural theory, authentic, event-oriented, interpretive inquiry, narrative, and willingness to learn from difference. Methodologies are historically constituted, emergent, contingent, and participatory, embracing collaborative, and contemplative practices, and value of many voices and diverse meaning systems. Readers experience research that is potentially both personally and professionally transformative and applicable to today’s challenges. Contributors are: Jennifer D. Adams, Konstantinos Alexakos, Arnau Amat, Marissa E. Bellino, Mitch Bleier, Corinna Yolanda Brathwaite, Olga Calderon, Katelin Corbett, Amy DeFelice, Gene Fellner, Helen Kwah, Manny Lopez, Anna Malyukova, Kate E. O'Hara, Malgorzata Powietrzyńska, Isabel Sellas, Kenneth Tobin, and Yau Yan Wong.

Read more less

Book SynopsisIn Contextual Intelligence in School Leadership the author presents a new leadership construct suitable for the 21st century context of school improvement. He presents school leadership from contextual intelligence perspective as a function of various elements, which interact within the leadership they shape and the context in which such leadership is exercised to exert influence on the core areas of practice, including student learning, teacher development and school-community engagement. The construct represents a departure from the contemporary leadership theories, which place emphasis on separate elements of leadership and inadvertently create a problem of disintegration that does not bode well for sustainable school improvement.Table of ContentsForeword  Matthew Kutz Preface 1 Theoretical Grounding for Contextual Intelligence in School Leadership  1 Introduction  2 Context and Contextual Inteligence  3 Contemporary School Leadership Theories and Context  4 Conclusion 2 Contextual Intelligence for Redesigning School Organisational Environment  1 Introduction  2 Redesigning the School Organisational Environment  3 Why Contextual Intelligence Matters for a School Leader  4 The Complexity of School Organisational Context  5 Contextual Intelligence for Integrated School Organisational Construct  6 Conclusion 3 Navigating the Dynamic School Organisational Landscape  1 Introduction  2 Interplay of Contextual Factors Influencing the School’s Organisational Landscape  3 Paradigmatic Shiftsin the School Organisational Landscape  4 Responding to the Dynamics and Paradigmatic Shifts in the School Organisational Context  5 Conclusion 4 School-Home-Community Engagement as an Essential Component of Contextual Intelligence  1 Introduction  2 Conclusion 5 Context-Responsive Teacher Development  1 Introduction  2 Teacher Development in Context: What Is It?  3 The Context in Which Contemporary Teachers Work  4 Leading Teacher Development Intelligently  5 Conclusion 6 Contextual Intelligence for Student Learning  1 Introduction  2 Theoretical Perspectives on Knowledge and Student Learning Process  3 Insight into Contemporary Context of Student Learning  4 Orientation towards Students’ Learning Outcomes  5 Conclusion 7 Connecting the Disconnected through Contextextual Intelligence  1 Introduction  2 Fragmented Construct of School Leadership  3 Leading the School in the Context of Change and Uncertainty  4 Transcending the Past and the Present through Thought and Action  5 Conclusion References Index

Read more less

Book SynopsisDespite hopeful—though problematic—proclamations about the end of racism after the election of our first African-American President, we are witnessing a backlash and renewed racism at this point in American and global history. Put simply, Critical Whiteness Studies (CWS) has as much exigency now as ever. Critical Whiteness Studies is an interdisciplinary project—with scholars from legal studies, literature and rhetorical studies, film and visual studies, class and feminist theorists, etc.—that contributes to critical race theory. Scholars tend to posit whiteness as an ideological, political, legal, and social fiction that places so-called whites in a position of hegemony over other non-dominant groups. The project, then, functions to unmask and interrogate these fictions. As part of critical multi-cultural and race theory, the project is anti-oppressive. Those new to CWS are often unfamiliar with much of the court cases referenced and the critical terminology used by scholars in the field. As such White Out: A Guidebook for Teaching and Engaging with Critical Whiteness Studies is designed to orient readers to the history and purpose of CWS, to key concepts and legal cases, and to established and newer texts and resources. For educators wishing to include CWS in their workshops or courses, this guidebook also includes pedagogical resources ranging a sample syllabus to sample assignments and student texts to advice for structuring a dialogic workshop or classroom. Student contributors are: Thomas Drake Farmer, Daniel Giraldo, Abby Graves, Elaine Ruby Gunn, Faith Jones, and Connor McPherson.Table of ContentsPreface List of Figures PART 1: Overview of Theory and Resources 1 Introduction to Critical Whiteness Studies  1 What Is the Purpose and Function of CWS?  2 Is CWS an Attack on White People?  3 What Are the Scholarly Origins of CWS?  4 Aren’t We Post-Racial? Why Is CWS Still Needed?  5 Where Does the Term “White” Come From?  6 But I Am Not Racist, so Why Do I Need Critical Whiteness Studies?  7 What If I Don’t Feel Privileged? Or—Conversely—How Do I Respond to Those Who Deny Privilege?  8 Are Universities Actually Offering Courses Dedicated to CWS?  9 Has CWS Made Its Way beyond the Academy?  10 What’s Next for CWS? 2 Bills, Cases, Conventions, Laws, and Orders 3 Web Resources PART 2: Pedagogical Resources 4 Activities for Structuring a Dialogic Classroom or Workshop 5 Sample Syllabus  1 Rhetorics of Whiteness 6 Sample Assignments with Sample Student Texts  1 Considerations for Writing Short Responses  2 Sample Response  3 Facilitation Guidelines  4 Book Review Assignment  5 Sample Book Review  6 Sample Review of Book Read in Electronic Format  7 Memoir or Critical Dialogue  8 Sample Memoir  9 Sample Memoir  10 Sample Critical Dialogue  11 Second Sample Critical Dialogue  12 Cultural Studies Rhetorical Analysis Assignment  13 Sample Cultural Studies Rhetorical Analysis Glossary Bibliography

Read more less

Book SynopsisIn Contextual Intelligence in School Leadership the author presents a new leadership construct suitable for the 21st century context of school improvement. He presents school leadership from contextual intelligence perspective as a function of various elements, which interact within the leadership they shape and the context in which such leadership is exercised to exert influence on the core areas of practice, including student learning, teacher development and school-community engagement. The construct represents a departure from the contemporary leadership theories, which place emphasis on separate elements of leadership and inadvertently create a problem of disintegration that does not bode well for sustainable school improvement.Table of ContentsForeword  Matthew Kutz Preface 1 Theoretical Grounding for Contextual Intelligence in School Leadership  1 Introduction  2 Context and Contextual Inteligence  3 Contemporary School Leadership Theories and Context  4 Conclusion 2 Contextual Intelligence for Redesigning School Organisational Environment  1 Introduction  2 Redesigning the School Organisational Environment  3 Why Contextual Intelligence Matters for a School Leader  4 The Complexity of School Organisational Context  5 Contextual Intelligence for Integrated School Organisational Construct  6 Conclusion 3 Navigating the Dynamic School Organisational Landscape  1 Introduction  2 Interplay of Contextual Factors Influencing the School’s Organisational Landscape  3 Paradigmatic Shiftsin the School Organisational Landscape  4 Responding to the Dynamics and Paradigmatic Shifts in the School Organisational Context  5 Conclusion 4 School-Home-Community Engagement as an Essential Component of Contextual Intelligence  1 Introduction  2 Conclusion 5 Context-Responsive Teacher Development  1 Introduction  2 Teacher Development in Context: What Is It?  3 The Context in Which Contemporary Teachers Work  4 Leading Teacher Development Intelligently  5 Conclusion 6 Contextual Intelligence for Student Learning  1 Introduction  2 Theoretical Perspectives on Knowledge and Student Learning Process  3 Insight into Contemporary Context of Student Learning  4 Orientation towards Students’ Learning Outcomes  5 Conclusion 7 Connecting the Disconnected through Contextextual Intelligence  1 Introduction  2 Fragmented Construct of School Leadership  3 Leading the School in the Context of Change and Uncertainty  4 Transcending the Past and the Present through Thought and Action  5 Conclusion References Index

Read more less

Book SynopsisThis book intends to find a common path for diverse approaches meant to reach a better vision on the future of education, to adapt it to the most spectacular and rapid changes in the modern world. Remarkable education specialists bring their research into this volume that collects the best ideas and solutions presented in the 19th Biennial Conference of the International Study Association on Teachers and Teaching (Sibiu, Romania, July 2019). The 17 chapters of this book promote a hopeful vision on the future of education as proclaimed in the title: Education beyond Crisis: Challenges and Directions in a Multicultural World. The volume focuses on three major ideas: defining directions for the future of teaching, challenges of the contemporary teaching context, and teaching in a multicultural world. The volume itself stands for the multicultural approach of education, as the contributors propose a unitary picture on education, in the contexts of national educative programs or inclusive education for the refugee children. Well-known researchers answer important questions on the effectiveness of educational reforms and education policies in different countries. They take into account the student voice or the teachers' opinions in teaching and designing the new curriculum. The volume includes researches based on case studies, interviews, surveys, qualitative analysis, and original researching instruments. Readers will find here not only the vision of a multicultural world, but also valuable ideas on education in Austria, Brazil, Canada, Portugal, Germany, Greece, India, Italy, the Netherlands, Pakistan, Serbia, Spain, Singapore, Romania, Turkey, and the United States. Contributors are: Christiana Deliewen Afrikaner, Laura Sara Agrati, Ana Flavia Souza Aquiar, Neelofar Ahmed, Douwe Beijaard, Terence Titus Chia, Cheryl J. Craig, Feyza Doyran, Estela Ene, Maria Assunção Flores, Maria Antonella Galanti, Paula Martín Gómez, Christos Govaris, Heng Jiang, Stavroula Kaldi, Ria George Kallumkal, Manpreet Kaur, Julia Köhler, Malathy Krishnasamy, Virginia Grazia Iris Magoga, Maria Ines Marcondes, Paulien C. Meijer, Juanjo Mena, Raluca Muresan, Ingeborg van der Neut, Ida E. Oosterheert, Darlene Ciuffetelli Parker, Loredana Perla, Cui Ping, Snežana Obradović-Ratković, Maria Luisa Garcia Rodriquez, Minodora Salcudean, Gonny Schellings, Antonis Smyrnaios, Sydney Sparks, Alexandra Stavrianoudaki, Vassiliki Tzika, Evgenia Vassilaki, Viviana Vinci, Kari-Lynn Winters, Vera E. Woloshyn, Tamara Zappaterra, and Gang Zhu.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Daniela Andron and Gabriela Gruber PART 1: Directions for the Future of Teaching 1 The Impact of Reform Policies on Teachers and Their Practices: Case Studies from Four Countries  Cheryl J. Craig, Maria Assunção Flores, Maria Ines Marcondes and Darlene Ciuffetelli Parker 2 Student Voice in Teaching Writing  Vassiliki Tzika, Stavroula Kaldi, Evgenia Vassilaki and Christos Govaris 3 Vertical Curriculum Design and Evaluation of Citizenship Skills  Loredana Perla, Laura Sara Agrati and Viviana Vinci 4 The Role of Reflective Simulation in the Context of Theatre Pedagogical Paths in Teacher Education  Julia Köhler 5 Towards Broader Views on Learning to Teach: The Case of a Pedagogy for Learning to Teach for Creativity  Ida Oosterheert, Paulien Meijer and Ingeborg van der Neut PART 2: Challenges of the Contemporary Teaching Context 6 From Integration to Inclusion: Some Critical Issues about Teacher Training in the Italian Experience  Maria Antonella Galanti and Tamara Zappaterra 7 Art and Inclusive Initial Education: An Exploratory Research  Loredana Perla and Virginia Grazia Iris Magoga 8 Design of a Mobile App to Digitalize Teachers’ Professional Journals in the Practicum  Paula Martín Gómez, María Luisa García Rodríguez, Juanjo Mena and Gang Zhu 9 Teaching Media Literacy and Critical Thinking to Countering Digital Misinformation  Minodora Salcudean and Raluca Muresan 10 Innovative Practices in Teacher Education: Why Should We? How Can We?  Paulien C. Meijer PART 3: Teaching in a Multicultural World 11 Educating Refugee Students: Global Perspectives and Priorities  Snežana Obradović-Ratković, Vera Woloshyn, Kari-Lynn Winters, Neelofar Ahmed, Christos Govaris, Stavroula Kaldi, Christiana Deliewen Afrikaner and Feyza Doyran 12 EFL Writing in Romania: Reflections on Present and Future  Estela Ene and Sydney Sparks 13 Teacher Practical Reasoning When Implementing Curriculum Reforms: A Case Study from Singapore  Heng Jiang, Chia Song An Terence Titus, Ria George Kallumkal and Malathy Krishnasamy 14 Understanding What, How, and Why Teacher Educators Learn through Their Personal Examples of Learning  Cui Ping, Gonny Schellings and Douwe Beijaard 15 Exploring Teacher Educators’ Professional Identity: Role of Emotions – Teacher Educators’ Professional Identity  Manpreet Kaur 16 Teaching Philosophy of Education to Undergraduates in the Deep Amazon  Ana Flávia Souza Aguiar 17 Effects of Inquiry-Based Learning Cooperative Strategies on Pupils’ Historical Thinking and Co-creation  Alexandra Stavrianoudaki and Antonis Smyrnaios Index

Read more less

Book SynopsisThis book intends to find a common path for diverse approaches meant to reach a better vision on the future of education, to adapt it to the most spectacular and rapid changes in the modern world. Remarkable education specialists bring their research into this volume that collects the best ideas and solutions presented in the 19th Biennial Conference of the International Study Association on Teachers and Teaching (Sibiu, Romania, July 2019). The 17 chapters of this book promote a hopeful vision on the future of education as proclaimed in the title: Education beyond Crisis: Challenges and Directions in a Multicultural World. The volume focuses on three major ideas: defining directions for the future of teaching, challenges of the contemporary teaching context, and teaching in a multicultural world. The volume itself stands for the multicultural approach of education, as the contributors propose a unitary picture on education, in the contexts of national educative programs or inclusive education for the refugee children. Well-known researchers answer important questions on the effectiveness of educational reforms and education policies in different countries. They take into account the student voice or the teachers' opinions in teaching and designing the new curriculum. The volume includes researches based on case studies, interviews, surveys, qualitative analysis, and original researching instruments. Readers will find here not only the vision of a multicultural world, but also valuable ideas on education in Austria, Brazil, Canada, Portugal, Germany, Greece, India, Italy, the Netherlands, Pakistan, Serbia, Spain, Singapore, Romania, Turkey, and the United States. Contributors are: Christiana Deliewen Afrikaner, Laura Sara Agrati, Ana Flavia Souza Aquiar, Neelofar Ahmed, Douwe Beijaard, Terence Titus Chia, Cheryl J. Craig, Feyza Doyran, Estela Ene, Maria Assunção Flores, Maria Antonella Galanti, Paula Martín Gómez, Christos Govaris, Heng Jiang, Stavroula Kaldi, Ria George Kallumkal, Manpreet Kaur, Julia Köhler, Malathy Krishnasamy, Virginia Grazia Iris Magoga, Maria Ines Marcondes, Paulien C. Meijer, Juanjo Mena, Raluca Muresan, Ingeborg van der Neut, Ida E. Oosterheert, Darlene Ciuffetelli Parker, Loredana Perla, Cui Ping, Snežana Obradović-Ratković, Maria Luisa Garcia Rodriquez, Minodora Salcudean, Gonny Schellings, Antonis Smyrnaios, Sydney Sparks, Alexandra Stavrianoudaki, Vassiliki Tzika, Evgenia Vassilaki, Viviana Vinci, Kari-Lynn Winters, Vera E. Woloshyn, Tamara Zappaterra, and Gang Zhu.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Daniela Andron and Gabriela Gruber PART 1: Directions for the Future of Teaching 1 The Impact of Reform Policies on Teachers and Their Practices: Case Studies from Four Countries  Cheryl J. Craig, Maria Assunção Flores, Maria Ines Marcondes and Darlene Ciuffetelli Parker 2 Student Voice in Teaching Writing  Vassiliki Tzika, Stavroula Kaldi, Evgenia Vassilaki and Christos Govaris 3 Vertical Curriculum Design and Evaluation of Citizenship Skills  Loredana Perla, Laura Sara Agrati and Viviana Vinci 4 The Role of Reflective Simulation in the Context of Theatre Pedagogical Paths in Teacher Education  Julia Köhler 5 Towards Broader Views on Learning to Teach: The Case of a Pedagogy for Learning to Teach for Creativity  Ida Oosterheert, Paulien Meijer and Ingeborg van der Neut PART 2: Challenges of the Contemporary Teaching Context 6 From Integration to Inclusion: Some Critical Issues about Teacher Training in the Italian Experience  Maria Antonella Galanti and Tamara Zappaterra 7 Art and Inclusive Initial Education: An Exploratory Research  Loredana Perla and Virginia Grazia Iris Magoga 8 Design of a Mobile App to Digitalize Teachers’ Professional Journals in the Practicum  Paula Martín Gómez, María Luisa García Rodríguez, Juanjo Mena and Gang Zhu 9 Teaching Media Literacy and Critical Thinking to Countering Digital Misinformation  Minodora Salcudean and Raluca Muresan 10 Innovative Practices in Teacher Education: Why Should We? How Can We?  Paulien C. Meijer PART 3: Teaching in a Multicultural World 11 Educating Refugee Students: Global Perspectives and Priorities  Snežana Obradović-Ratković, Vera Woloshyn, Kari-Lynn Winters, Neelofar Ahmed, Christos Govaris, Stavroula Kaldi, Christiana Deliewen Afrikaner and Feyza Doyran 12 EFL Writing in Romania: Reflections on Present and Future  Estela Ene and Sydney Sparks 13 Teacher Practical Reasoning When Implementing Curriculum Reforms: A Case Study from Singapore  Heng Jiang, Chia Song An Terence Titus, Ria George Kallumkal and Malathy Krishnasamy 14 Understanding What, How, and Why Teacher Educators Learn through Their Personal Examples of Learning  Cui Ping, Gonny Schellings and Douwe Beijaard 15 Exploring Teacher Educators’ Professional Identity: Role of Emotions – Teacher Educators’ Professional Identity  Manpreet Kaur 16 Teaching Philosophy of Education to Undergraduates in the Deep Amazon  Ana Flávia Souza Aguiar 17 Effects of Inquiry-Based Learning Cooperative Strategies on Pupils’ Historical Thinking and Co-creation  Alexandra Stavrianoudaki and Antonis Smyrnaios Index

Read more less

Book SynopsisHow should new knowledge systems for the academy be reflective of a 60,000-year-old Aboriginal histories? Indigenous Knowledges: Privileging Our Voices offers an answer to this question with generative and sometimes challenging narratives and addresses a unique higher education situation in Australia. At NIKERI Institute, Indigenous and Non-Indigenous academics engage in collaborative discipline-specific learning and teaching. In this collection of writings, these joint and sole authors find ways to present their world views to scholars, Indigenous communities and researchers alike. Knowledge systems and ways of knowing are made accessible in 10 chapters building on occasions of reflection as communities of practice positioned around Australia’s unique indigeneity as known at NIKERI. The notion of respectful encounter is at the heart of these chapters. Depth ecology, personal and collective narratives along with other ways to deliver research design and teacher education are considered through the lens of Indigenous Knowing in this unique community of academics at Deakin University, Melbourne, Australia.

Read more less

Book SynopsisHow should new knowledge systems for the academy be reflective of a 60,000-year-old Aboriginal histories? Indigenous Knowledges: Privileging Our Voices offers an answer to this question with generative and sometimes challenging narratives and addresses a unique higher education situation in Australia. At NIKERI Institute, Indigenous and Non-Indigenous academics engage in collaborative discipline-specific learning and teaching. In this collection of writings, these joint and sole authors find ways to present their world views to scholars, Indigenous communities and researchers alike. Knowledge systems and ways of knowing are made accessible in 10 chapters building on occasions of reflection as communities of practice positioned around Australia’s unique indigeneity as known at NIKERI. The notion of respectful encounter is at the heart of these chapters. Depth ecology, personal and collective narratives along with other ways to deliver research design and teacher education are considered through the lens of Indigenous Knowing in this unique community of academics at Deakin University, Melbourne, Australia.

Read more less

Book SynopsisHow would you implement Critical Digital Literacies in your own classrooms and educational programs? You will find a valuable resource to answer that question in this volume, with a pronounced focus on social justice. Seventeen contributors advance the theories and praxis of Critical Digital Literacies. Aimed at literacy, teacher education, and English Education practitioners, this volume explores critical practices with digital tools. The chapters highlight activities and approaches which cross the boundaries of: genre; critical data literacy; materiality; critical self-reflection; preservice teacher education; gender; young adult literature; multimodal composition; assessment; gaming; podcasting; and second-language teacher education. Authors also explore the challenges of carrying out both the critical and the digital within the context and confines of traditional schooling. Contributors are: Claire Ahn, JuliAnna Ávila, Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillón Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raúl Alberto Mora, Luci Pangrazio, Ernesto Peña, Amy Piotrowski, Amanda Miller Plaizier, Holger Pötzsch, Mary Rice and Anna Smith.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Glimpsing the Kaleidoscope of Praxis  JuliAnna Ávila PART 1: Extending and Reimagining the Original Definition of Critical Digital Literacies 1 Reality as Genre  Claire Ahn and Ernesto Peña 2 “Your Data Can Go to Anyone”: The Challenges of Developing Critical Data Literacies in Children  Luci Pangrazio and Lourdes Cardozo-Gaibisso 3 Bringing Materiality into Thinking about Digital Literacy: Theories and Practices of Critical Education in a Digital Age  Holger Pötzsch PART 2: Critical Digital Literacies in Teacher Education 4 Critical Self-Reflection and Teaching Tensions: Activating Critical Approaches to Digital Literacies Pedagogy among Preservice English Teachers  Amber Jensen 5 Anticipating Genders: Critical Digital Assignments as Sites of Engagement  Elisabeth Johnson and Elena Galdeano 6 Utilizing Young Adult Literature to Develop Preservice English Teachers’ CDL-Based Pedagogical Practices  Amy Piotrowski and Amanda Miller Plaizier PART 3: CDL Activities in the Classroom 7 Mobilities of Youth Print Practices in Cosmopolitan Conversation Video Composition  Anna Smith and Matthew Hall 8 Assessing Critical Digital Literacies: Challenging Theory/Illustrating Practice  Mary Frances Rice 9 “There’s More Going On”: Critical Digital Game Literacies and the Imperative of Praxis  Alexander Bacalja 10 Rethinking CDL Practices in Second-Language Teacher Education: Podcasting as CDL Narratives  Edison F. Castrillón-Ángel and Raúl Alberto Mora Conclusion: From Mimeographs to New Learning Ecologies  Anna Smith Index

Read more less

Book SynopsisHow would you implement Critical Digital Literacies in your own classrooms and educational programs? You will find a valuable resource to answer that question in this volume, with a pronounced focus on social justice. Seventeen contributors advance the theories and praxis of Critical Digital Literacies. Aimed at literacy, teacher education, and English Education practitioners, this volume explores critical practices with digital tools. The chapters highlight activities and approaches which cross the boundaries of: genre; critical data literacy; materiality; critical self-reflection; preservice teacher education; gender; young adult literature; multimodal composition; assessment; gaming; podcasting; and second-language teacher education. Authors also explore the challenges of carrying out both the critical and the digital within the context and confines of traditional schooling. Contributors are: Claire Ahn, JuliAnna Ávila, Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillón Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raúl Alberto Mora, Luci Pangrazio, Ernesto Peña, Amy Piotrowski, Amanda Miller Plaizier, Holger Pötzsch, Mary Rice and Anna Smith.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Glimpsing the Kaleidoscope of Praxis  JuliAnna Ávila PART 1: Extending and Reimagining the Original Definition of Critical Digital Literacies 1 Reality as Genre  Claire Ahn and Ernesto Peña 2 “Your Data Can Go to Anyone”: The Challenges of Developing Critical Data Literacies in Children  Luci Pangrazio and Lourdes Cardozo-Gaibisso 3 Bringing Materiality into Thinking about Digital Literacy: Theories and Practices of Critical Education in a Digital Age  Holger Pötzsch PART 2: Critical Digital Literacies in Teacher Education 4 Critical Self-Reflection and Teaching Tensions: Activating Critical Approaches to Digital Literacies Pedagogy among Preservice English Teachers  Amber Jensen 5 Anticipating Genders: Critical Digital Assignments as Sites of Engagement  Elisabeth Johnson and Elena Galdeano 6 Utilizing Young Adult Literature to Develop Preservice English Teachers’ CDL-Based Pedagogical Practices  Amy Piotrowski and Amanda Miller Plaizier PART 3: CDL Activities in the Classroom 7 Mobilities of Youth Print Practices in Cosmopolitan Conversation Video Composition  Anna Smith and Matthew Hall 8 Assessing Critical Digital Literacies: Challenging Theory/Illustrating Practice  Mary Frances Rice 9 “There’s More Going On”: Critical Digital Game Literacies and the Imperative of Praxis  Alexander Bacalja 10 Rethinking CDL Practices in Second-Language Teacher Education: Podcasting as CDL Narratives  Edison F. Castrillón-Ángel and Raúl Alberto Mora Conclusion: From Mimeographs to New Learning Ecologies  Anna Smith Index

Read more less

Book SynopsisOver the past 50 years the Department of Science Teaching at the Weizmann Institute of Science in Israel was actively involved in all the components related to curriculum development, implementation, and research in science, mathematics, and computer science education: both learning and teaching. These initiatives are well designed and effective examples of long-term developmental and comprehensive models of reforms in the way science and mathematics are learned and taught. The 16 chapters of the book are divided into two key parts. The first part is on curriculum development in the sciences and mathematics. The second describes the implementation of these areas and its related professional development. Following these chapters, two commentaries are written by two imminent researchers in science and mathematics teaching and learning: Professor Alan Schonfeld from UC Berkeley, USA, and Professor Ilka Parchman from IPN at the University of Kiel, Germany. The book as a whole, as well as its individual chapters, are intended for a wide audience of curriculum developers, teacher educators, researchers on learning and teaching of science and mathematics and policy makers at the university level interested in advancing models of academic departments working under a common philosophy, yet under full academic freedom. Contributors are: Abraham Arcavi, Michal Armoni, Ron Blonder, Miriam Carmeli, Jason Cooper, Rachel Rosanne Eidelman, Ruhama Even, Bat-Sheva Eylon, Alex Friedlander, Nurit Hadas, Rina Hershkowitz, Avi Hofstein, Ronnie Karsenty, Boris Koichu, Dorothy Langley, Ohad Levkovich, Smadar Levy, Rachel Mamlok-Naaman, Nir Orion, Zahava Scherz, Alan Schoenfeld, Yael Shwartz, Michal Tabach, Anat Yarden and Edit Yerushalmi.Trade Review“The Department of Science Teaching is one of the longest and, one could argue, boldest enterprise at the Weizmann Institute of Science in Israel. Deeply embedded within a globally leading hub of exact and life sciences research and, at the same time, tightly connected with educators and teachers, the Department is a rare case of scientific rigor tested continuously on the classroom floor. This unique combination has led to the insights generously revealed in this book, summarizing what has been learnt in over 50 years of ever-evolving research efforts and innovations at the leading science education research center of the Start-up Nation.” – Ron Milo, Dean of Education, Weizmann Institute of Science

Read more less

Book SynopsisOver the past 50 years the Department of Science Teaching at the Weizmann Institute of Science in Israel was actively involved in all the components related to curriculum development, implementation, and research in science, mathematics, and computer science education: both learning and teaching. These initiatives are well designed and effective examples of long-term developmental and comprehensive models of reforms in the way science and mathematics are learned and taught. The 16 chapters of the book are divided into two key parts. The first part is on curriculum development in the sciences and mathematics. The second describes the implementation of these areas and its related professional development. Following these chapters, two commentaries are written by two imminent researchers in science and mathematics teaching and learning: Professor Alan Schonfeld from UC Berkeley, USA, and Professor Ilka Parchman from IPN at the University of Kiel, Germany. The book as a whole, as well as its individual chapters, are intended for a wide audience of curriculum developers, teacher educators, researchers on learning and teaching of science and mathematics and policy makers at the university level interested in advancing models of academic departments working under a common philosophy, yet under full academic freedom. Contributors are: Abraham Arcavi, Michal Armoni, Ron Blonder, Miriam Carmeli, Jason Cooper, Rachel Rosanne Eidelman, Ruhama Even, Bat-Sheva Eylon, Alex Friedlander, Nurit Hadas, Rina Hershkowitz, Avi Hofstein, Ronnie Karsenty, Boris Koichu, Dorothy Langley, Ohad Levkovich, Smadar Levy, Rachel Mamlok-Naaman, Nir Orion, Zahava Scherz, Alan Schoenfeld, Yael Shwartz, Michal Tabach, Anat Yarden and Edit Yerushalmi.Trade Review“The Department of Science Teaching is one of the longest and, one could argue, boldest enterprise at the Weizmann Institute of Science in Israel. Deeply embedded within a globally leading hub of exact and life sciences research and, at the same time, tightly connected with educators and teachers, the Department is a rare case of scientific rigor tested continuously on the classroom floor. This unique combination has led to the insights generously revealed in this book, summarizing what has been learnt in over 50 years of ever-evolving research efforts and innovations at the leading science education research center of the Start-up Nation.” – Ron Milo, Dean of Education, Weizmann Institute of Science

Read more less

Book SynopsisIn Self-Study and Diversity III the authors examine the self-study of teacher education practices at a time when inclusion and diversity are being questioned. Authors of various backgrounds and identities draw on their own experiences to examine the challenges of preparing teachers. They address issues of identity, equity, diversity, inclusion, and social justice through experiential and pedagogical lenses as they navigate the complexities of teacher education in challenging times. Particular strengths are its explorations of intersectionality, attention to the present context, and the diversity of these collected voices.Table of ContentsList of Figures Notes on Contributors 1 Self-Study and Diversity III: Inclusivity and Diversity in Teacher Education  Linda Fitzgerald, Julian Kitchen and Deborah Tidwell 2 Drawing on Privilege to Advance Social Justice: Reflections on My Identity and Practice as a Privileged Teacher Educator  Julian Kitchen 3 A Tale of Becoming and Radiance: Our Evolving Teacher Educator Identities in Post-Apartheid South Africa  Anita Hiralaal and Lungile Masinga 4 Wrestling with Dilemmas, Vulnerabilities, andHopes: Being an Immigrant Mother and a Transnational Teacher Educator  Jinhee Kim 5 Reconciling Knowledge: Experiences of Teacher Educators in Teaching through Integration and Playful Pedagogies  Makie Kortjass and Nosipho Mbatha 6 Examining the Ethical Implications and Emotional Entailments of Teaching Indigenous Education: An Indigenous Educator’s Self-Study  Jennifer Markides 7 The Freedom to Be All at Once: My Journey from Literacy to Hip Hop Literacy  Shuaib J. Meacham 8 Building the Boat with Funds of Knowledge: Metaphors of a Japanese Immigrant Educator at an Icelandic Preschool  Megumi Nishida 9 Developing a Dialogic Space for Moving towards Critical Multicultural Education: A Collective Self-Study  Gunnhildur Óskarsdóttir and Karen Rut Gísladóttir 10 A Racialized Canadian Professor’s Self Study: Teaching about Multiculturalism during the Trump Era  Manu Sharma 11 Navigating Shifting Waters: Reflections from a Critical Anti-Racist Teacher Educator  Leanne Taylor Index

Read more less

Book SynopsisIn Self-Study and Diversity III the authors examine the self-study of teacher education practices at a time when inclusion and diversity are being questioned. Authors of various backgrounds and identities draw on their own experiences to examine the challenges of preparing teachers. They address issues of identity, equity, diversity, inclusion, and social justice through experiential and pedagogical lenses as they navigate the complexities of teacher education in challenging times. Particular strengths are its explorations of intersectionality, attention to the present context, and the diversity of these collected voices.Table of ContentsList of Figures Notes on Contributors 1 Self-Study and Diversity III: Inclusivity and Diversity in Teacher Education  Linda Fitzgerald, Julian Kitchen and Deborah Tidwell 2 Drawing on Privilege to Advance Social Justice: Reflections on My Identity and Practice as a Privileged Teacher Educator  Julian Kitchen 3 A Tale of Becoming and Radiance: Our Evolving Teacher Educator Identities in Post-Apartheid South Africa  Anita Hiralaal and Lungile Masinga 4 Wrestling with Dilemmas, Vulnerabilities, andHopes: Being an Immigrant Mother and a Transnational Teacher Educator  Jinhee Kim 5 Reconciling Knowledge: Experiences of Teacher Educators in Teaching through Integration and Playful Pedagogies  Makie Kortjass and Nosipho Mbatha 6 Examining the Ethical Implications and Emotional Entailments of Teaching Indigenous Education: An Indigenous Educator’s Self-Study  Jennifer Markides 7 The Freedom to Be All at Once: My Journey from Literacy to Hip Hop Literacy  Shuaib J. Meacham 8 Building the Boat with Funds of Knowledge: Metaphors of a Japanese Immigrant Educator at an Icelandic Preschool  Megumi Nishida 9 Developing a Dialogic Space for Moving towards Critical Multicultural Education: A Collective Self-Study  Gunnhildur Óskarsdóttir and Karen Rut Gísladóttir 10 A Racialized Canadian Professor’s Self Study: Teaching about Multiculturalism during the Trump Era  Manu Sharma 11 Navigating Shifting Waters: Reflections from a Critical Anti-Racist Teacher Educator  Leanne Taylor Index

Read more less

Book SynopsisIn this volume, Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science. Using a selection of ten of his best publications, van Driel explains his journey from a chemistry teacher to an international leader in research in science education. He highlights collaborative projects with colleagues and students that have contributed to a better understanding of the nature of science teachers’ professional knowledge and how it develops in the context of teacher education and reforms of science education. He discusses the impact of this research on the international research community, and on the practice and policy of science education.Table of ContentsPreface List of Figures and Tables About the Author 1 Developing Science Teachers’ Pedagogical Content Knowledge  1 Why I Conducted the Study  2 Context  3 Impact and Follow Up  Developing Science Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Nico Verloop and Wobbe de Vos (reprinted article) 2 Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge  1 How this Article Came About  2 Content and Context  3 Impact and Follow Up  Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge, by Jan H. van Driel, Douwe Beijaard and Nico Verloop (reprinted article) 3 Teacher Knowledge and the Knowledge Base of Teaching  1 How This Article Came About  2 What the Article Is About  3 Impact and Follow Up  Teacher Knowledge and the Knowledge Base of Teaching, by Nico Verloop, Jan van Driel and Paulien Meijer (reprinted article) 4 Teachers’ Knowledge of Models and Modelling in Science  1 Why I Conducted the Study  2 Context  3 Reflection and Follow Up  Teachers’ Knowledge of Models and Modelling in Science, by Jan H. van Driel and Nico Verloop (reprinted article) 5 Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe  1 How the Study Came About  2 How the Study Was Conducted …  3 … And What Was Found  4 Reflection and Follow Up  Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe, by Ineke Henze, by Jan H. van Driel and Nico Verloop (reprinted article) 6 The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge  1 How the Study Came About  2 Reflection and Follow Up  3 Next Steps  The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Onno De Jong and Nico Verloop (reprinted article) 7 The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation  1 How the Study Came About  2 Impact and Follow Up  The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation, by Jan H. van Driel, Astrid M. W. Bulte and Nico Verloop (reprinted article) 8 Taking a Closer Look at Science Teaching Orientations  1 How the Article Came About  2 What the Article Is About  3 Impact and Follow Up  Taking a Closer Look at Science Teaching Orientations, by Patrica Friedrichsen, Jan H. van Driel and Sandra K. Abell (reprinted article) 9 Professional Learning of Science Teachers  1 How the Chapter Came About  2 Follow Up  Professional Learning of Science Teachers, by Jan H. van Driel (reprinted article) 10 Attention to Intentions: How to Stimulate Strong Intentions to Change  1 How the Article Came About  2 What Is the Article About  3 Follow Up  Attention to Intentions – How to Stimulate Strong Intentions to Change, by M. Dam, F. J. J. M. Janssen and J. H. van Driel (reprinted article) Reflection Index

Read more less

Book SynopsisThis is an important book on the value of art education and the nature of having the affective dimension at the core of the visual art learning environment. The case studies are powerful and varied providing an unapologetic view of the transformative impact such learning environments can have upon students and the epistemic value of engagement in the visual arts. Moreover, the case studies speak to an emotional level of the reader. The author provides a digestible theoretical support for understanding the journey these students have undergone which can empower educators to rethink their existing pedagogy.Table of ContentsForeword  Julie Rattray and Ray Land Preface List of Figures 1 Introduction  1 Identity and Self  2 Afffective Dimension  3 Ethical Implications of This Book  4 Art as Knowledge 2 State of the Art: Art Education in the Twenty-First Century  1 Philosophical Underpinnings and Implications for Art Education  2 Art as a Discipline and Content  3 Visual Culture and Visual Literacy: Implications for Art Education  4 Semiotic Theory in the Art-Learning Environment  5 The Farce of Being Color-blind: Equity, Culturally Responsive Teaching, and the Relevance of Positionality  6 The Issue of Student-Centered Engagement and Equity  7 Art Education or Glorifijied Coloring 3 Threshold Concepts  1 Threshold Crossing and Characteristics of Threshold Concepts  2 Liminality  3 Afffective Dimension of Liminal Space and Art as a Vehicle for Navigation  4 The Involvement of the Afffective Dimension and Liminality in Learning Environments  5 Transformative Theory  6 Troublesome, Tacit, and Ontological Knowledge and the Liminal State  7 Visual Art as Insight into the Experience of the Liminal State  8 Boundedness and Boundary Objects  9 Discursive Element and Visual Art: Linguistic and Nonlinguistic Knowledge and Self-Dialogue  10 Conclusion 4 Jayden: A Split Self  1 Introduction  2 Jayden  3 Jayden’s Artwork and the Liminal Space  4 Jayden’s Art Portfolio 5 Aline: “I’m Just Hoping I Can Stop Surviving and Start Living”  1 Introduction  2 Aline’s History, Artwork, and Finding of Voice  3 Aline and the Liminal State  4 Institution and Healing 6 Rene: A Conversation with My Subconscious  1 Introduction  2 Rene’s Portfolio  3 Rene and the Navigation of the Liminal Space and Threshold Crossing  4 Semiotic Dialogue: Communication, Expression, and Voice 7 Cade: “Because I Don’t Care What You Think”  1 Introduction  2 Identity and Self  3 Crisis and Troublesome Knowledge  4 Cade: “Because I Feel Like the Voice Is Defijinitely a Big Part of Myself and Who I Am”  5 Cade’s Art Portfolio  6 Cade’s Liminal Experience and Discursive Elements 8 Discussion and Conclusion  1 Introduction  2 Visual Art and the Complex Threshold Concept of Self and Voice  3 Visual Art Navigating the Afffective Dimension and the Stuck Place  4 Visual Art as Semiotic Dialogue  5 Pedagogy Informed by Semiotic Theory  6 Engaging with Liminality and Psychological Safety  7 Implications for Curriculum and Learning in the Visual Art Classroom  8 Assessment of Learning in the Art Environment  9 Implications for Education Policy and Learning Environments  10 Consideration for Future Research and Recommendation for Art Education Index

Read more less

Book SynopsisThis is an important book on the value of art education and the nature of having the affective dimension at the core of the visual art learning environment. The case studies are powerful and varied providing an unapologetic view of the transformative impact such learning environments can have upon students and the epistemic value of engagement in the visual arts. Moreover, the case studies speak to an emotional level of the reader. The author provides a digestible theoretical support for understanding the journey these students have undergone which can empower educators to rethink their existing pedagogy.Table of ContentsForeword  Julie Rattray and Ray Land Preface List of Figures 1 Introduction  1 Identity and Self  2 Afffective Dimension  3 Ethical Implications of This Book  4 Art as Knowledge 2 State of the Art: Art Education in the Twenty-First Century  1 Philosophical Underpinnings and Implications for Art Education  2 Art as a Discipline and Content  3 Visual Culture and Visual Literacy: Implications for Art Education  4 Semiotic Theory in the Art-Learning Environment  5 The Farce of Being Color-blind: Equity, Culturally Responsive Teaching, and the Relevance of Positionality  6 The Issue of Student-Centered Engagement and Equity  7 Art Education or Glorifijied Coloring 3 Threshold Concepts  1 Threshold Crossing and Characteristics of Threshold Concepts  2 Liminality  3 Afffective Dimension of Liminal Space and Art as a Vehicle for Navigation  4 The Involvement of the Afffective Dimension and Liminality in Learning Environments  5 Transformative Theory  6 Troublesome, Tacit, and Ontological Knowledge and the Liminal State  7 Visual Art as Insight into the Experience of the Liminal State  8 Boundedness and Boundary Objects  9 Discursive Element and Visual Art: Linguistic and Nonlinguistic Knowledge and Self-Dialogue  10 Conclusion 4 Jayden: A Split Self  1 Introduction  2 Jayden  3 Jayden’s Artwork and the Liminal Space  4 Jayden’s Art Portfolio 5 Aline: “I’m Just Hoping I Can Stop Surviving and Start Living”  1 Introduction  2 Aline’s History, Artwork, and Finding of Voice  3 Aline and the Liminal State  4 Institution and Healing 6 Rene: A Conversation with My Subconscious  1 Introduction  2 Rene’s Portfolio  3 Rene and the Navigation of the Liminal Space and Threshold Crossing  4 Semiotic Dialogue: Communication, Expression, and Voice 7 Cade: “Because I Don’t Care What You Think”  1 Introduction  2 Identity and Self  3 Crisis and Troublesome Knowledge  4 Cade: “Because I Feel Like the Voice Is Defijinitely a Big Part of Myself and Who I Am”  5 Cade’s Art Portfolio  6 Cade’s Liminal Experience and Discursive Elements 8 Discussion and Conclusion  1 Introduction  2 Visual Art and the Complex Threshold Concept of Self and Voice  3 Visual Art Navigating the Afffective Dimension and the Stuck Place  4 Visual Art as Semiotic Dialogue  5 Pedagogy Informed by Semiotic Theory  6 Engaging with Liminality and Psychological Safety  7 Implications for Curriculum and Learning in the Visual Art Classroom  8 Assessment of Learning in the Art Environment  9 Implications for Education Policy and Learning Environments  10 Consideration for Future Research and Recommendation for Art Education Index

Read more less

Book SynopsisTwenty-first century processes, such as globalization and digitization, pose various challenges for primary, secondary, and post-secondary teacher education at both the formal and informal education levels. These challenges are addressed by innovators in the field of teacher education, i.e. teacher educators, pre-service teachers, in-service teachers, scholars and policy-makers. This edited volume explores future trends in three different spheres of teacher education: 1) pedagogies (emotive, reflective, cognitive, and didactic practices), 2) technologies (digital competencies, artificial intelligence in teaching, and the transformative potential of digital tools in intercultural learning), and 3) societies (multilingualism, attitudes towards literacies, societal polarization, and teacher shortages). The suggested innovations aim to bridge the gap between theory and practice by drawing upon the critical evaluation of theoretical approaches as well as the discussion of best practice examples. The chapters are situated in various countries, such as Vietnam, Canada, Argentina, Spain, Germany, the USA, Switzerland, Sweden, Italy, and, as a transnational cooperation, Palestine and the UK. The Future of Teacher Education: Innovations across Pedagogies, Technologies and Societies considers various models of teacher education (e.g. reflective model, competency-based model, etc.) and applies a multitude of different research methods (e.g. didactic analysis of teaching material, thematic analysis of reflections, etc.).Table of ContentsList of Figures and Tables Notes on Contributors 1 Quo Vadis Teacher Education? Towards a Multi-Dimensional Approach to Educational Innovations in the Light of Pedagogical, Technological and Societal Changes  Pascal Hohaus and Jan-Friso Heeren PART 1: Pedagogies 2 Teaching Teachers to Research Their Teaching: A Case Study of Practitioner Inquiry in Language Teacher Education  Michelle Kunkel and Betsy Gilliland 3 Working with Classroom Videos in Teacher Education: Analyzing a Complex Activity with a Focus on Non-Cognitive Processes  Corinne Wyss and Nina Hüsler 4 Critical Thinking Practice and Development in Teacher Education: From Reported Understandings to Observed Approaches in the Context of Foreign Language Teaching  Trang Tam Nguyen and Anna Podorova 5 Multimodal Literacy in ESP/EAP: Implications for Professional Development Programs  Vicent Beltrán-Palanques PART 2: Technologies 6 Argentinian Pre-Service Teachers Designing Virtual Learning Environments for Their Practica: A Study on the Interconnection of Technology, Content and Pedagogy in Foreign Language Teacher Education  Ana Cecilia Cad 7 Teaching English as a Foreign Language in the 21st Century: The Case of the Digital Teaching and Learning Lab Seminar (dTLLS)  Ben Opitz and Michaela Sambanis 8 Artificial Intelligence and the Future of Language Teacher Education: A Critical Review of the Use of AI Tools in the Foreign Language Classroom  Karin Vogt and Nicole Flindt 9 The Use of Hybrid Corrective Feedback in the Foreign Language Classroom and Its Implications for Teacher Education: A Case Study with Chinese Learners in an EAP Setting  Johanathan Woodworth 10 Initiating and Exploring Digital Transformations in Teacher Education in Palestine: Insights from an Erasmus+ Collaboration  Howard Scott, Aida M. Bakeer and Montaser Motia Ujvari PART 3: Societies 11 Responding Inclusively to Linguistic Diversity in the Classroom: Preliminary Findings from the COMPASS Initiative with Primary School Teachers in South Tyrol (Italy)  Marta Guarda and Gisela Mayr 12 Innovating Literacy Learning for 21st Century Teacher Education: A Sequence of Swedish Case Studies  Hampus Holm, Niclas Lindström, Kirk P. H. Sullivan, Hannah Lindfors, Lukas Oskarsson, Gustav Surting and Nils Vestring 13 Universal Design for Learning to Enhance Freedom of Action and Expression in Teacher Education: Instructional Design in Times of Societal Polarization  Jacqueline P. Leighton 14 Teacher Shortages in Germany: Alternative Routes into the Teaching Profession as a Challenge for Schools and Teacher Education  Raphaela Porsch and Christian Reintjes Index

Read more less

Book SynopsisTwenty-first century processes, such as globalization and digitization, pose various challenges for primary, secondary, and post-secondary teacher education at both the formal and informal education levels. These challenges are addressed by innovators in the field of teacher education, i.e. teacher educators, pre-service teachers, in-service teachers, scholars and policy-makers. This edited volume explores future trends in three different spheres of teacher education: 1) pedagogies (emotive, reflective, cognitive, and didactic practices), 2) technologies (digital competencies, artificial intelligence in teaching, and the transformative potential of digital tools in intercultural learning), and 3) societies (multilingualism, attitudes towards literacies, societal polarization, and teacher shortages). The suggested innovations aim to bridge the gap between theory and practice by drawing upon the critical evaluation of theoretical approaches as well as the discussion of best practice examples. The chapters are situated in various countries, such as Vietnam, Canada, Argentina, Spain, Germany, the USA, Switzerland, Sweden, Italy, and, as a transnational cooperation, Palestine and the UK. The Future of Teacher Education: Innovations across Pedagogies, Technologies and Societies considers various models of teacher education (e.g. reflective model, competency-based model, etc.) and applies a multitude of different research methods (e.g. didactic analysis of teaching material, thematic analysis of reflections, etc.).Table of ContentsList of Figures and Tables Notes on Contributors 1 Quo Vadis Teacher Education? Towards a Multi-Dimensional Approach to Educational Innovations in the Light of Pedagogical, Technological and Societal Changes  Pascal Hohaus and Jan-Friso Heeren PART 1: Pedagogies 2 Teaching Teachers to Research Their Teaching: A Case Study of Practitioner Inquiry in Language Teacher Education  Michelle Kunkel and Betsy Gilliland 3 Working with Classroom Videos in Teacher Education: Analyzing a Complex Activity with a Focus on Non-Cognitive Processes  Corinne Wyss and Nina Hüsler 4 Critical Thinking Practice and Development in Teacher Education: From Reported Understandings to Observed Approaches in the Context of Foreign Language Teaching  Trang Tam Nguyen and Anna Podorova 5 Multimodal Literacy in ESP/EAP: Implications for Professional Development Programs  Vicent Beltrán-Palanques PART 2: Technologies 6 Argentinian Pre-Service Teachers Designing Virtual Learning Environments for Their Practica: A Study on the Interconnection of Technology, Content and Pedagogy in Foreign Language Teacher Education  Ana Cecilia Cad 7 Teaching English as a Foreign Language in the 21st Century: The Case of the Digital Teaching and Learning Lab Seminar (dTLLS)  Ben Opitz and Michaela Sambanis 8 Artificial Intelligence and the Future of Language Teacher Education: A Critical Review of the Use of AI Tools in the Foreign Language Classroom  Karin Vogt and Nicole Flindt 9 The Use of Hybrid Corrective Feedback in the Foreign Language Classroom and Its Implications for Teacher Education: A Case Study with Chinese Learners in an EAP Setting  Johanathan Woodworth 10 Initiating and Exploring Digital Transformations in Teacher Education in Palestine: Insights from an Erasmus+ Collaboration  Howard Scott, Aida M. Bakeer and Montaser Motia Ujvari PART 3: Societies 11 Responding Inclusively to Linguistic Diversity in the Classroom: Preliminary Findings from the COMPASS Initiative with Primary School Teachers in South Tyrol (Italy)  Marta Guarda and Gisela Mayr 12 Innovating Literacy Learning for 21st Century Teacher Education: A Sequence of Swedish Case Studies  Hampus Holm, Niclas Lindström, Kirk P. H. Sullivan, Hannah Lindfors, Lukas Oskarsson, Gustav Surting and Nils Vestring 13 Universal Design for Learning to Enhance Freedom of Action and Expression in Teacher Education: Instructional Design in Times of Societal Polarization  Jacqueline P. Leighton 14 Teacher Shortages in Germany: Alternative Routes into the Teaching Profession as a Challenge for Schools and Teacher Education  Raphaela Porsch and Christian Reintjes Index

Read more less

Book SynopsisPart 1 New Thoughts.- Educators’ Professional Ethos: Sustaining Relevance in Changing Times.- Understand the Path, Walk It Diligently.- Teaching Research: Empowering Quality Education in the New Era.- Part 2 Common Concerns.- The Educational Landscape and Concerns in the Age of Artificial Intelligence.- Part 3 Teacher Development.- Humanistic Educational Philosophy: Exploring Yu Yi' s Pedagogical Theory.- Theoretical Framework, Content, and Practical Paths to Transform Teacher Training.- Teacher Education Reform Toward Anthropology: Theoretical Analysis and Practice Paths.- Construction and Implementation of a “Team-Based” Teacher Training System.- A Study on Class Clinical Supervision of Staff Developers.- Research on the Teachers' Evaluation and Application of Domestic and International Development.- Part 4 Teaching Research.- Application of Curriculum Implementation Monitoring Outcomes in General Senior High Schools From the School Improvement Perspective.- Reform and Practice on Teaching Research Guided by Deep Teaching Research Tools.- Precision Teaching Research: Connotation, Characteristics, and Practical Paths.- High School Mathematics: Promoting Deep Learning Through Unit-Based Lesson Activity Design.- Part 5 Future School.- Construction of Teachers’ Practical Knowledge Model in STEM Education in the Age of AI.- Optimizing High School Information Technology Instructional Design Using Generative Artificial Intelligence: A Case Study of “Image Encoding”.- Whose AI, What Kind of Workers—Labor Education in Vocational Schools in the Era of Artificial Intelligence.- Limitations and Optimization of Video Analysis Methods in Classroom Instruction: A School-Based Research Perspective.- Research on the Development and Validation of Learning Ability Assessment Tools for K12 Teachers.- A Study on Constructing an AI Literacy Model for K12 Students: An Analytical Perspective Based on the Competency Onion Model.- Information Technology for Interdisciplinary Theme Teaching: The Case of TRIP.- From Industrial Age Schooling to a School for the Knowledge Society: Why we need a Spatial Paradigm Shift in Teacher Education.

Read more less

Book SynopsisEllen B. Mandinach is a senior research scientist emeritus at WestEd, having retired in 2025. She is a leading expert in the area of data-driven decision making at the classroom, district, and state levels. Her work over the past 20 years has focused on understanding how educators are using data to inform practice. She has served on a number of technical working groups and advisory boards on data use, including the expert committee for the National Board of Professional Teaching Standards on teacher assessment and data literacy and the Forum Guide on Data Literacy. Dr. Mandinach developed the constructs and theoretical frameworks for data literacy for teachers and culturally responsive data literacy. Most recently, her focus has been the ethics of data use.

Read more less