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Book SynopsisThis book explores the plethora of social-justice issues facing teacher education and development in Africa. Using both theoretical and empirical perspectives, it considers the need for teacher education to be transformational and address conventional pedagogy as well as the rights and duties of all citizens.The edited volume focuses on a wide range of relevant aspects, such as decolonisation, economic models, environmental concerns, as well as multilingual and multicultural aspects of education. Evidence-based chapters cover strategies used to support preservice and in-service teachers on how best to tackle issues of social justice through induction activities, pedagogy and discipline content, involving local communities, and the role of technology, including the use of open educational resources. The principles underlying these strategies are being used in the COVID-19 pandemic and will be equally relevant in the post-COVID-19 world. This book will be oTable of ContentsList of figures List of tablesAbout the editors and contributorsForewordPrefaceAcknowledgementsSection I. Overview considerations How changing global economic models impact on local teacher-education programsSarah Gravett and Carmel McNaught Teacher professional development in sub-Saharan Africa: Equity and scaleBjörn Haßler, Gemma Bennett and Kalifa Damani Open educational resources, technology-enabled teacher learning and social justiceBetty Ogange and Alexis Carr Social justice: Do not wait for prosperityHans Dembowski Section II. Initial teacher education Promoting social justice in teacher education through an education excursionJacqueline Batchelor and Memoona Mahomed Addressing issues of food security in a service-learning gardening projectNadine Petersen, Jeremiah Maseko, Koketso Nthimbane and Semoni Cancelliere Section III. Teacher development A linked Participatory Action Learning and Action Research (PALAR)-Life-Design (LD) model to promote teacher agency in challenging contextsRubina Setlhare The role of teacher-development programmes in promoting and sustaining social justiceDennis Mlandelwa Sinyolo Moderating epistemic injustice in teaching: A case study of the role of teaching assistantsMary McAteer and Lesley Wood The Sandbox project: Developing competencies for a changing world in South African schoolsSarah Gravett and Shirley Eadie Section IV. Curriculum aspects Critical perspectives on language as a social-justice issue in post-colonial higher-education institutionsNokhanyo Mdzanga and Muki Moeng Music education as a pathway to social justiceSusan W. Mills and Juliet Perumal A pragmatic approach to assessment in a time of crisisDavid M. Kennedy and Geoffrey Lautenbach Where to from here?Sarah Gravett and Carmel McNaught

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Book SynopsisShowcasing the design and implementation of knowledge building pedagogy, this book for educators and education researchers illuminates this future-oriented instructional and learning approach. In this Knowledge Age, innovation and creative knowledge works are central to the progress of a society; increasing the productivity of knowledge workers remains the main priority of competitive societies. Consequently, developing knowledge building capacity among students becomes one main goal of education. Knowledge building aims to transform school education in a radical way by developing the culture of innovation and knowledge creation in classrooms, from preschools to universities. Knowledge building pedagogy focuses on sustaining idea improvement among students, who develop the collective cognitive responsibility to add value to the learning community. Developed since the 1990s, knowledge building is now a model of instructions researched and advanced with an international Trade Review"I am delighted to see the publication of this book by Seng Chee Tan, who has been working on knowledge building pedagogy for more than 20 years. I first met Tan in early 2000s in Singapore, and have been witnessing how the knowledge building community in Singapore grows over the years. Today, Singapore researchers and teachers are part of the Knowledge Building International, contributing to advancing research, practice, and public awareness of knowledge building. This book reflects Tan’s experience working with teachers, teaching graduate classes, and conducting research in K-12 schools and institutes of higher education. He has chosen the topics for this book—such as principle-based versus procedural-based design, and curriculum for knowledge building—based on his experience and understanding of challenges and struggles that teachers face when they are learning, designing and implementing knowledge building in their classrooms. These are issues pertinent to educators and educational researchers who are interested in knowledge building."-Marlene Scardamalia, Ontario Institute for Studies in Education, University of Toronto"Seng Chee Tan and I share similar interest in innovative pedagogies and educational technology. I know that he has been experimenting with knowledge building in Singapore for more than two decades. His insights into the design and implementing issues related to knowledge building will be useful to other educators."-Chin-Chung Tsai, Chair Professor and Dean, National Taiwan Normal UniversityTable of ContentsSection A: Introduction to Knowledge Building 1. Why Knowledge Building? 2. Images of Knowledge Building Classrooms 3. Design Principles of Knowledge Building 4. Technologies for Knowledge Building 5. Designing Knowledge Building Classrooms Section B: Navigating Challenges of Designing and Implementing Knowledge Building 6. Knowledge Building and Learning 7. Principle-Based Versus Procedural-Based Lesson Design 8. Knowledge Building and School Curriculum 9. Developing Student Epistemic Agency 10. Collaboration for Knowledge Building 11. Teacher Learning, Professional Development, and Knowledge Building 12. Knowledge Building of Knowledge Building

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Book SynopsisMentoring Geography Teachers in the Secondary School supports both new and experienced mentors in developing their knowledge and skills in mentoring in geography education. Within the book, chapter authors critically consider how mentoring has been conceptualised and represented in policy and academic debate, as well as examining how mentoring in geography education has been experienced and perceived in practice. Chapters in the book explore a range of perspectives, experiences and aspects of mentoring geography teachers, including: Critical engagement with educational policy and practice Perspectives from beginning geography teachers Mentoring as a professional development opportunity The value of engaging with the geography education community in teacher education How mentoring meetings and conversations can support beginning geography teachers in their growth and developmentThis book is a vitalTrade Review"With this book, Healy et al. have launched a giant into the relatively empty space of literature that exists on effective mentoring of geography teachers. The passionate theme that courses through the chapters is of the importance of subject specificity (geography) in approaches to mentoring to ensure that beginning teachers are inducted, not only into generic principles of teaching and learning, but those which lead to exceptional teachers of geography. The book contextualises the broader picture of contemporary geography education in which mentors find themselves which addresses the knotty issue of how that could inform approaches to mentoring and highlights the opportunities effective geography mentoring can offer not just the mentee, but importantly and often forgotten, the mentor. Included throughout are strategies, tasks and discussion questions to support readers, particularly geography mentors to reflect, and apply the principles to their own practice. This is a must read for every geography teacher educator from novices to experts and will be sure to give rise to critical reflection of mentoring practice and productive discussions of ways in which mentoring of beginning teachers can continue to improve."Elizabeth Butler, Lead Geography Consultant, Harris Federation"There has been a welcome knowledge-turn in our schools and with it an increased awareness of the differences between subject disciplines. However, until now, there has been little thought given to the considerations that are needed when mentoring people who are becoming teachers of those distinct subject disciplines. Mentoring Geography Teachers in the Secondary School changes that. This book takes a rigorously academic, whilst still practical, look at how we can support people in becoming teachers who are teachers of geography first and foremost. All aspects of the mentor’s role is given comprehensive consideration, from the day to day such as observing lessons and holding mentoring conversations, to the bigger picture of what sort of geography education these teachers will be providing. I have no doubt that this book will be a valuable guide for anyone who is taking on the role of mentor or those who have been mentoring for some time but without the subject specific guidance necessary to truly support the next generation of geography teachers entering the profession."Mark Enser, Head of Geography and Research Lead and author of Powerful Geography: Curriculum with Purpose in Practice"As the political landscape righty shifts to focus increasingly on the role of mentoring, this book makes a timely and important contribution. It is well grounded in the existing research literature and yet asks the questions of the moment. Bringing together authors who are at the forefront of supporting mentors and mentees, the book firstly develops critical stances around what it means to be a mentor within geography education; bringing questions of disciplinary knowledge and identity to the fore. The book then explores a variety of lived perspectives on the theory and practice of mentors, offering readers ways to consider their own practices. It then supports mentors to draw on research in offering ways to develop geography teachers through processes which develop mentors, mentees and students. In this way the book manages to be both practical and ambitious, enabling all involved in geography education to have agency in a highly dynamic world."Dr Mark Hardman, Associate Professor, Centre for Teachers and Teaching Research, UCL Institute of Education, UK"Mentoring Geography Teachers in the Secondary School is an innovative and insightful must-read. Ideal for new and experienced ITE and ECT mentors, the book encapsulates all aspects required to fully excel in the role of the geography mentor including lesson observations, subject knowledge, and wellbeing for both the beginning teacher and mentor. The book is divided into three sections; mentoring in geography education, perspectives and experiences in geography mentoring, and being a geography mentor, taking the reader on a journey of excellence in the realm of geography mentoring. The chapters are deeply rooted in research and pedagogy, posing a variety of typologies and frameworks for success for the reader to interpret how they wish. The book is guaranteed to leave the reader feeling inspired and upskilled in the role of the geography mentor to help shape a new wave of well-rounded and impactful beginning geography teachers."Simran Jouhal, Senior Teacher responsible for New and Beginning Teachers and former Head of Geography, The Archer Academy, North London, UK"The implementation of the Early Career Framework, which articulates increased expectations for school-based subject mentors, means that Mentoring Geography Teachers in the Secondary School is both much needed and timely. It provides a comprehensive exploration of what it means to be a geography mentor in a secondary school, which is grounded in both personal experiences and the wider policy landscape. While the authors draw extensively on the research literature and write in an authoritative tone, the chapters are, without exception, highly accessible for busy teachers. Discussion questions, suggestions for further reading and practical tasks punctuate the chapters, combining theory with practice and encouraging readers to take their thinking further. Whether you intend on dipping in or reading cover to cover, this book is an essential text for all those involved in the mentoring of geography teachers in secondary schools."Dr Rebecca Kitchen, CPD, Curriculum and Marketing Manager, Geographical Association"Questioning what ‘identity’ can encompass for teachers and mentors is a theme that runs throughout. This resonated with me since being not just a teacher or a mentor, but also a learner, is key to my identity. This collection of provocative, thoughtful and example-based insights reminds mentors that we will always be learners and that it is through community and collaboration where we can get the best out of early career teachers in our care. I found reading this a cause for deep introspection and somewhat unsettling, and to quote Palombo and Daly in Chapter 14, "indeed it should be". This book is also timely and relevant, not fearing to weave in current affairs and controversial issues. John Morgan’s chapter is particularly punchy and necessarily so. After all, tackling contemporary issues is one thing that Geography does best, right?"Kit Rackley, Freelance educator & Associate ITE Tutor and former geography school teacher & mentor based at the University of East Anglia, UK"This is a book every geography mentor and anyone involved in their training should read. It recognises the complexity and challenges of the role of mentor and is ambitiously wide ranging in its scope and scale, from the global context to the detailed planning of lessons. The book draws on an impressive range of literature and theoretical thinking and also gives voice to the experiences and views of mentors, tutors and, illuminatingly, of mentees. Throughout the book there is an emphasis on the need for geography mentors to be concerned with what is being taught, how and why. There are practical examples of how a focus on geography can be used to support lesson planning, classroom observation, post-lesson discussion and marking pupils’ work. Mentors are encouraged to challenge assumptions and to consider the implications of different ways of conceptualising the important mentor/mentee relationship. The questions for discussion, suggestions for further reading and a range of tasks provide excellent support for professional development helping both mentors and mentees to learn from the process of mentoring."Margaret Roberts MBE, former Senior Lecturer in Geography Education, University of Sheffield, UK"Mentors and the work of mentoring form a vital part of Initial Teacher Education and ongoing teacher professional development. This book provides a comprehensive and rich consideration of mentoring teachers in the context of secondary school geography, bringing together perspectives from both school and university settings. This is a valuable and timely contribution which will be essential reading for both mentors and mentees within and beyond secondary school geography."Dr Elizabeth Rushton, Lecturer in Geography Education, King’s College London, UK"This edited volume addresses the complexities of mentoring beginning teachers through the lenses of policy, theory, research and practice, at a range of scales. Acknowledging the pivotal role of subject identity and knowledge(s) in mentoring geography teachers, many of the chapters are also uniquely geographical in orientation. This book is a godsend to geography teacher mentors the world over, given its strong theoretical and empirical underpinnings, and applicability to a range of contexts."Dr Tricia Seow, Senior Lecturer, National Institute of Education, Nanyang Technological University, Singapore"As the role of mentoring in schools seemingly comes to the fore, this is a timely publication. This book will serve as a much-needed addition to the literature - particularly given its consideration of mentoring through a uniquely geographical lens. Reading as a teacher and PGCE mentor, this book provided me with plenty of food for thought through its combination of theoretical underpinnings, discussion of empirical findings and links to implications for classroom practice. With an unashamed focus on mentoring teachers to be the very best geography teacher possible, this is a must-read for experienced and new mentors alike."Kate Stockings, Head of Geography, Hampstead School"This excellent and very timely publication offers a detailed analysis of the role of the subject-specialist mentor in schools and very effectively highlights and examines the complex context within which ITE operates. The text helps teachers recognise and adapt to the enhanced profile that mentoring now attracts and offers a thorough grounding in its character, role, challenge and value. It is written in a very personal and engaging style, carefully and thoughtfully guiding the reader to examine and critically reflect upon the pivotal role that the geography mentor undertakes."Justin Woolliscroft, former PGCE Programme Director and Lecturer in Education (Geography), University of Hull, UKTable of Contents1. Introduction: Mentoring matters in and for geography education Section 1: Mentoring in geography education 2. Navigating the policy landscape: conceptualising subject-specialist mentoring within and beyond policy 3. Mentoring as a spatial practice 4. What sort of mentoring for what sort of geography education? Section 2: Perspectives and experiences in geography mentoring 5. Working with the complexity of professional practice and development 6. Mentoring as a professional development opportunity 7. Mentoring that makes a difference: perspectives from beginning teachers 8. Mentoring within the geography subject community 9. Supporting the development of geography mentors – the potential of professional learning at Masters level Section 3: Being a geography mentor 10. Mentoring meetings and conversations supporting beginning teachers in their development as geography teachers 11. Planning in geography education: a conversation between university-based tutors and school-based mentors in Initial Teacher Education 12. Geography lesson observations at the interface between research and practice 13. Geography and geography education scholarship as a mechanism for developing and sustaining mentors’ and beginning teachers’ subject knowledge and curriculum thinking 14. Educative mentoring: a key to professional learning for geography teachers and mentors 15. Well-being: theory and practice for beginning geography teachers Section 4: Conclusion 16. Mentoring matters: contributing to a more just tomorrow in geography education

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Book SynopsisThis book explores the reflective potentialities offered by analyses of teachers' professional learning narratives. The book has a specific focus on narratives on professional learning and professional identities emerging from different contexts and gives a deeper understanding of successful teachers' narratives globally.Diverging from universally standardized constructions of idealized teacher identity and professional learning, the book provides analyses of a diversified set of cases with detailed descriptions of each teacher's idiographic and professional context to gain a deeper understanding of situated professional identities. With contributions from a range of international backgrounds, it shows teachers of various age groups, subject areas and curricula contribute their narratives to help readers reflect on different trajectories toward becoming a teacher. These narratives provide insight into and a deeper understanding of the conditions and complex processes tTrade Review"The publication of this book is a relief. Scholarly as well as ethically. An international group of authors stands up against the worldwide dominance of standardized, de-contextualised comparative approaches in educational policies and research agendas in which their meaning is reduced to a narrow idea of effectiveness. The authors in this book don't deny the importance of effectiveness in education. Yet, they rightfully stress that this concern needs be addressed -conceptually as well as empirically- in ways that acknowledge the inevitable contextualised nature of teaching, as well as the crucial issue of purpose in education (and the ethical, normative choices it implies). Replacing effective teaching by the broader and more appropriate concept of successful teaching, the different contributions in the book seek to build a stronger research-based understanding of teacher professionalism and identity, as well as their development in the particularities of a time-space context. Narrative approaches once more demonstrate their theoretical and methodological power for this scholarly endeavor." - Geert Kelchtermans, Professor of Education, University of Leuven, Belgium (KULeuven); Chair of the Centre for Innovation and the Development of Teacher and School."This book, Professional Learning and Identities in Teaching: International Narratives of Successful Teachers, is a volume to savor due to the vast international insights it offers. Editors Cendel Karaman and Silvia Edling are to be commended for inviting a broad range of international scholars to share narratives of teacher success in their home countries. Stories of experience are arguably the only way to show what teachers know and do. Such narratives unavoidably include contextual factors that bound teachers’ knowing, doing and being. They offer windows into teachers’ professional learning trajectories and identities-in-the-making. Such matters are never conclusive; rather, they repeatedly play out as time passes and new interactions unfurl. The teacher narratives in this volume are vivid and particularistic. Equally revealing is the extent to which neo-liberal agendas are grippingly present in international systems of education. Personal experience methods (i.e., narrative inquiry, autoethnography) are the only way to unleash teachers’ voices in socially engineered educational milieus rife with propositional knowledge claims and instrumentalist thinking. Reading this book is a profound experience. Like Cendel Karaman and Silvia Edling, I recommend that readers think with the many stories that follow. I also invite readers to imagine contextual shifts that could more fully support successful teachers’ practices. The editors and authors provide plentiful clues concerning how things could be otherwise. Because teachers are the only ones who meet students in flesh-and-blood moments, the future is in their hands regardless of the views of those external to classrooms and schools." - Cheryl J. Craig, PhD, Professor, Houston Endowment Endowed Chair of Urban Education and American Educational Research Fellow, Texas A&M University, USA"This book provides the reader with a clear and rich account of how professional learning and identities are central to teaching and teacher education. Drawing upon case studies from various contexts, the book demonstrates vividly the importance of looking at the complexity of teaching from the inside. It should be read by teachers, teacher educators, policy makers, researchers and all those interested in learning more about the process of becoming a teacher." - Maria Assunção Flores, Professor, Institute of Education, University of Minho, Portugal; Portugal Editor, European Journal of Teacher Education"Karaman and Edling have compiled various narratives that connect to the ways in which teachers discuss their identity formation through professional stories and how they situated themselves within the context of teaching. [...] There is a diverse array of teacher narratives from different countries such as Brazil, Japan, Australia, Portugal, Ireland, Sweden, Turkey, and the United States. The authors connect the teachers in their study to the meaning of successful teaching within their context." - Hanadi Shatara, PhD, is an assistant professor at California State University, Sacramento.Table of ContentsIntroductionA. CENDEL KARAMAN AND SILVIA EDLING1. Remaining a student of teaching forever: Critical reflexive insights from a lifetime of multiple teacher identities in the Republic of Ireland GERALDINE MOONEY SIMMIE2. From success/failure binaries to teaching for justice: Conceptualizing education as access, responsibility, dignity, and transparency WALTER S. GERSHON3. Teacher narratives as counter-narratives of successful teaching MARIA ALFREDO MOREIRA, ROSA MARIA MORAES ANUNCIATO AND MARIA APARECIDA P. VIANA4. “If I can do it at this school, you can put me anywhere”: Case studies from Australian graduate teachers in diverse and challenging schoolsLYNETTE LONGARETTI AND DIANNE TOE5. Professional development of EFL teachers through reflective practice in a supportive community of practiceCHITOSE ASAOKA6. Looking back with pride—looking forward in hope: The narratives of a transformative teacherFATMA GÜMÜŞOK7. Understanding a teacher’s professional identity through pedagogical rhythmSÖREN HÖGBERG8. Revisiting selves through a “success” perspective: An autoethnographic quest of a language teacher across intercultural spacesTUGAY ELMAS9. Path toward the construction of a professional identity: A narrative inquiry into a language teacher’s experiencesPINAR YENİ-PALABIYIK10. “Successful teaching”: Neoliberal influences and emerging counter-narrativesEMRULLAH YASIN ÇİFTÇİ AND A. CENDEL KARAMANConclusion: Context, interconnectedness, balance, and risk in teachers’ narrativesSILVIA EDLING AND A. CENDEL KARAMAN

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Book SynopsisSelf-Care for Allied Health Professionals brings together a collection of self-care strategies into one easy-to-read volume, supporting Allied Health Professionals to do the best for their patients by caring for themselves.The book offers information and practical strategies to look after your physical and emotional wellbeing at home and in the workplace, exploring topics such as sleep and food, resilience and meditation, stress, conflict and adversity. Written to be a flexible tool that can be read cover to cover or dipped in and out of as needed, it offers rapid response self-care strategies alongside more lasting changes, supporting practitioners to make small steps to build healthy habits for the future.Key features of this book include: A combination of quick response strategies, like a five-minute breathing exercise you can use before a difficult meeting, and opportunities for deeper work, examining your purpose and aligning your role with your vTable of ContentsIntroduction The science and the art of self-care Our Physical Wellbeing Breathe Sleep Move Eat Our Emotional Wellbeing Resilience Meditation Bringing it into the workplace Antidotes to stress Our work environment Team Culture Conflict at Work Our Place in the World Purpose Adversity A better world

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Book SynopsisLearn how to ask deeper questions and develop better questioning habits with this important resource. Author Benjamin Stewart Johnson takes you step by step through the key considerations and brain- based research to keep in mind when developing questions. He begins with an overview of why it's important to understand participants' thought process when being asked questions. He then shows how to set expectations for virtual questions and face- to- face questions; how to plan authentic, higher- order questions; how to scaffold and differentiate questions; and how to avoid zombie questions. In addition, he debunks myths such as wait time and points out the best ways to help learners support their answers, use questions to check for understanding, and more. Each section concludes by helping you create an action plan to improve your skills in a given area. Appropriate for teachers, instructional coaches, training facilitators, and specialists, the book can be used independently or in scTable of ContentsSection I: Questioning Foundation 1. Questions: Why ask questions? 2. Questioning Perspective: What really happens inside a participant’s head when an instructor asks questions? 3. Whole Brain Questions: What types of questions are compatible with brain-based learning? 4. Virtual Questioning Distinctions: How does that differ from in-person questions? 5. Substantiveness: How can question promote deep thinking? Section II: Planning Learning 6. Wild Hog Questions: How do you prepare effective questions before instruction? 7. A Question for Every Brain: How do you differentiate questions according to needs? 8. Questions 101: What are effective ways to write questions? 9. How to Scaffold Questions: How does scaffolding questions build on participant success? 10. Knowledge and Comprehension Questions: How can questions prepare participants to learn? Section III: Learning 11. The Role of Repetition in Questions: How can questions help participants remember better? 12. Avoiding Zombie Questions: How do you avoid asking ineffective questions? 13. Misconceptions About Asking Questions: How can questions engage all learners? 14. Accountable Talk: How do you help participants to support their answers? 15. Controlling Questions: How do you use questions to manage the class? Section IV: Assessing Learning 16. Checking for Understanding: How do you know all of your participants are learning? 17. Formative Questioning: Constant checking for understanding that doesn’t annoy 18. Pre-Post Test Mindset: How to use Wild Hog Questions as evaluations? 19. Review and Retrench Questions: What do you do when all of your participants are not learning? 20. Formal Evaluations: How do you construct accurate assessment questions?

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Design and technology is a relatively new subject compared to more traditional subjects, and during its brief existence, it has garnered widespread debate in schools. This book aims to explore some of these debates and challenges the reader with new perspectives about the subject by presenting and questioning arguments about the purpose, content and place of design and technology in the school curriculum. It will encourage the reader to critically reflect on their own beliefs and practices to reach informed judgements and perspectives that will affect how they teach and think about design and technology.Exploring the major issues that design and technology teachers encounter in their professional lives as well as introducing new topics they may never have considered before, this comprehensive second edition has been fully updated with 16 chapters focusing on emerging and enduring debates: How do we do race in design and technology? What's so special about d

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Book SynopsisFirst published in 1937, The Children's Play Centre is an account of Gardner's Play Centre and her work in assessing its value in the education of children and the training of teachers. The book puts forward the value of play in the development of children and provides a detailed report of Gardner's experiment. It also explores the significance of the Play Centre to the technique of training students. It will have lasting relevance for those interested in the history of education and the psychology of education. Table of Contents1: Beginning and General Development of the Play Centre; 2: Typical Evenings and Types of Play; 3: Accounts of Certain Group Play Activities Through-Out a Term; 4: Short Studies of Some Children; 5: Parents; 6: The Students;

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