This book links theory, policy and practice in a critical examination of ability-grouping practices and their implications in primary schools, with particular reference to primary mathematics.

Draws on individual case studies and up to date research to explains how teacher educators can equip beginning teachers to learn much more effectively in school. 

A concise and comprehensive overview of the practice of coteaching, including its benefits and educational and social implications.

Encourages teacher educators to promote flexible and sustainable practice in their students, enabling them to flourish within an ever-changing educational environment. 

A concise and critical text designed to help the growing group of school-based teacher educators and those based in higher education develop excellent professional practice across their institutions.

A key text for all teacher educators in schools and universities focusing on how universities and primary schools can work together to lead, manage and sustain a culture of teacher inquiry. 

An essential text for anyone interested in teaching primary school children, including teacher educators, classteachers and headteachers, critically examining what constitutes outstanding or good teaching of children in the primary years .

A call to action for post-compulsory teacher education professionals, both in the UK and internationally, to unite around key principles and practices. 

This book provides early years teacher educators with critical guidance to explore the enduring philosophies and principles of early years’ pedagogy and to creatively interpret and communicate these to those they are training to be teachers and professionals.

A valuable reference and pedagogical tool for teachers and teacher educators on key issues related to teaching pupils from disadvantaged and impoverished backgrounds.

A critical review of initial teacher education partnerships, putting forward a set of principles necessary for the development of effective ITE partnership working.

This book links theory, policy and practice in a critical examination of the relationship between the professional identity, knowledge, learning needs and research experience of teacher educators.  The book draws these themes together as a means to support the induction and further professional development of teacher educators.