This book charts the origins and development of teacher preparation in Scotland from 1872 onwards, covering key milestones in policy and practice, and looking ahead to the future. It is a truly comprehensive record of the historic, current and potential evolution of teacher preparation in Scotland.
This book charts the origins and development of teacher preparation in Scotland from 1872 onwards, covering key milestones in policy and practice, and looking ahead to the future. It is a truly comprehensive record of the historic, current and potential evolution of teacher preparation in Scotland.
In this book, leading teacher education researchers from Australia, Belgium, Canada, England, Finland, Hong Kong SAR, the Netherlands, New Zealand, North Ireland, Portugal, Scotland, the USA and Wales examine teacher education policy and research in each of their contexts. The book highlights the connections and disconnections between teacher education policy and research. It examines contemporary challenges and issues in teacher education including how high-quality teacher education is framed, how teaching quality is framed, and the role of teacher education research. It also considers future policy and research possibilities and opportunities for teacher education research, equity and preparing teachers for work within contexts of super-diversity, and early career teaching.
is a guide to getting the most out of a teacher training course in the United Kingdom. It covers both primary and secondary teaching and is suitable for students following undergraduate, postgraduate or alternative routes. The book gives a clear idea of what to expect from such courses, how to succeed on them and so make the best possible start to a career in teaching. Written by an experienced, innovative teacher educator it reflects up-to-date policy and research, highlighting new ideas about assessment, learning styles and subject understanding.
This best-selling textbook offers a sound and practical introduction to the skills needed to gain Qualified Teacher Status, and will help student-teachers to develop the qualities that lead to good practice and a successful future in education
This book brings together two topics which have both been of increasing interest in different countries. The first refers to the quality of Religious Education as a school subject (RE) in general, the second is about the education of teachers of RE and its possible contribution to better quality RE. There have been many public, and often controversial, debates concerning both of these topics. The chapters contained in this volume, however, are not meant to continue such debates (even if it is inevitable that they will contribute to these debates as well), but to make use of research, especially research on teacher education in the field of RE, in order to provide insights based not just on political or personal opinions, but on rigorous academic scholarship.
The ISATT 40th Anniversary Yearbook, presented over three volumes, celebrates the contributions of ISATT members over time and offers current scholarly research to inform current and future teacher education and teaching.