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 exploration of assessment and feedback for teacher educators and all those involved in giving and receiving feedback within the education sector.

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 research-based yet highly practical exploration of using digital video within both HEI- and school-based teacher education, suitable for primary and secondary programmes.

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.

Provides teacher educators with an understanding of the issues around mathematics anxiety and a framework of teaching strategies to support trainees and teachers in primary settings in developing confidence in learning and teaching 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 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.

This book offers a critical multidisciplinary analysis of case studies of social work interventions from a psychosocial and relationship-based perspective.

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.

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.