Developed specifically for the social work degree apprenticeship to guide apprentices through the unique requirements of this new qualifying route.

A guide to enable social work practice educators to be more creative in the teaching, supervision and assessment of students.

You write something in order that it can be read, not in order that it can be written – write reports that achieve and illuminate.

Essential reading for all primary science trainee and beginning teachers who want to strengthen their science subject knowledge. 

Dial M takes a creative and fun approach to improving your mentoring skills. It uses stories of learning relationships from film, TV and literature as a tool for reflecting on, understanding and evolving your mentoring and coaching practice. 

A range of detailed narratives about practice written by teacher educators, for teacher educators, carefully curated by the author to draw out key learning points, including a range of coaching questions.

A model of digital pedagogy for educators and learning technologists across the teaching and learning sector

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

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.

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.

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.