Critical Guides for Teacher Educators

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.

Stories of success from a range of contexts and settings that demonstrate how to develop as a successful teacher education researcher.

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 critical guide for teacher educators and early career mentors in supporting the development of professional judgement and intuitive practice. 

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 clear, concise and critical account of the theory and practice of teacher educator expertise as both relational and second order, that is how to work with someone else so they are able to learn the how and why of teaching.