"The impressive strengths of this book are its breadth of scope, the depth of its grounding in the real life of schools, its clarity of structure and argument, and its far-reaching suggestions for reforming school-based teacher education. The book also demonstrates, in every chapter, the authors’ unwavering, though not uncritical, regard for the profession of teaching." Lesley Saunders, Professional Development Today The move to school-based initial teacher education has opened up exciting opportunities for student teachers to learn from practising teachers' expertise. However, making the most of these opportunities is not straightforward, since much of that expertise is embedded in practice and rarely articulated. The book: Brings together a wide range of research on teachers' expertise and beginning teachers' learning Reports a research project on helping student teachers to gain access to experienced teachers' expertise Considers the wider implications of that research for the development of school-based initial teacher education Explores how school-based initial teacher education can be improved if it is professionally planned in an informed and well thought-out way Shows how curricula can be developed to help student teachers learn from experienced teachers and from everyday life in schools Makes suggestions for initiatives to improve school-based initial teacher education Examines the conditions that are necessary for school-based initial teacher education to realize its full potential Learning Teaching from Teachers is a key text for all teacher educators, including school-based mentors. It is also important reading for teachers involved in Masters courses in mentoring and teacher education.

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

In his latest educational exposé, internationally acclaimed author and scholar, Professor David Hopkins, places established and emerging ideas about effective school and system improvement under scrutiny. Exploding the Myths of School Reform confronts real-world challenges and perspectives from research, policy and practice, and draws on international benchmarking studies to support its objectives and claims. With each of ten chapters addressing a perceptible fallacy - such as the myths that poverty determines performance, that achievement cannot be realised at scale, that innovation and networking always add value and that it is curriculum rather than learning that counts - this groundbreaking manifesto is set to provoke and persuade. Through its carefully structured narrative highlighting areas of universal concern, the book presents a compelling approach to school reform, designed to enhance not only academic performance, but also the potential for students to learn. Teachers, school leaders, directors, policy makers and researchers—educationalists from across the board—will find the instructive frameworks and 'codas' for systemic change at all levels disarmingly simple to understand and apply. The same values and strategies that uphold social equity are shown to also promote quality in teaching, strong system leadership, regional capacity building and whole school design. Replete with explanatory diagrams, Exploding the Myths of School Reform contributes with depth and precision to the contemporary debate about the direction of schools and school systems, the possibilities and issues most likely to be encountered by leaders today and tomorrow, and the means to instigate authentic and lasting reform.

This book focuses on mentoring in English language education internationally, as it applies to students, language teachers, practitioner researchers and research mentors themselves. It aims to provide an in-depth understanding of current mentoring practices in diverse contexts worldwide, drawing on case studies from Brazil, Chile, Mexico, Peru, and the USA; China, India, Japan, Nepal, and Vietnam; Australia; parts of Africa; Oman and the UAE; North Macedonia, Turkey and the UK. Areas of focus include peer mentoring, mentor courses, cross-cultural issues, and modalities such as face-to-face or online mentoring, and the chapters also highlight the value of different methodological tools for exploring mentoring situations, including cultural-historical activity theory and conversation analysis. The book’s conclusion highlights the potential of mentoring to widen access to learning and therefore address issues that relate to social injustice and inequality, particularly in, but not limited to, under-resourced contexts. This volume will be of particular interest to teacher educators, pre-service and in-service language teachers, and students and scholars of applied linguistics and English language teaching.

Re-envisioning the role, impact, and goals of teacher education programs, this volume immerses readers in the inner workings of an innovative, field-based teacher preparation program in Chicago. Grounded in sociocultural theory, the book documents how teacher educators, school and community partners, and teacher candidates in the program confront challenges and facilitate their students’ learning, development, and achievement. By successfully and collaboratively developing instructional partnerships and embedding programs in urban schools and communities, the contributors demonstrate that it is possible to break the conventional mold of teacher education and better prepare the next generation of teachers.

What are the key issues in FE? How does FE differ from other sectors of Education? What does the future hold for FE? This book offers a unique and provocative guide for all lecturers committed to providing the best education and training possible in the changing world of Further Education. The authors examine key issues such as: How teaching in FE differs from others sectors The motivations of learners The use of new technologies in the classroom The techniques adopted by college managers The changing assessment methods The introduction of personalised learning An analysis of the politics behind the training of lecturers. Written in an accessible style, every chapter presents a different and challenging approach to key issues in Further Education. A Lecturer’s Guide to Further Education is essential reading for all new and experienced Further Education lecturers.