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. 

This is an essential guide to teaching primary English, with a focus on systematic synthetic phonics. The new edition has been fully revised and updated to reflect the structure, content and requirements of the national curriculum, and to include the latest policy context.

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.

This book analyses informal caring across a variety of contexts, describing the nature of these relationships and the conditions under which they take place, and discusses the ways professionals can support and empower carers.

Fully revised and updated, this text helps trainees and teachers develop their effectiveness by reflecting on, analysing and improving their practice in the light of a deeper understanding of the professional Teachers' Standards. 

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.

Offers a unique perspective in bringing together the concept of co-creation with relational pedagogy within higher education learning and teaching. Highlights the benefits of classroom-level, relational, dialogic pedagogy and co-creation, with examples of practice and practical guidance.