Critical Guides for Teacher Educators

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 .

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.

An essential guide to important theories of professional learning for teacher educators, of particular value to those taking on new responsibilities in relation to initial teacher education (ITE) and those interested in developing new ways of working in partnership. 

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. 

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.

A key text for teacher educators exploring the concepts of status and professionalism and in particular how they can encourage their trainees to consider their place within the current environment.

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

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

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. 

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

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.