Educators play a significant role in the intellectual and social development of children and young adults. Next-generation teachers can only be as strong as their own educational foundation which serves to cultivate their knowledge of the learning process, uncover best practices in the field of education, and employ leadership abilities that will inspire students of all ages. Teacher Education: Concepts, Methodologies, Tools, and Applications explores the current state of pre-service teacher programs as well as continuing education initiatives for in-service educators. Emphasizing the growing role of technology in teacher skill development and training as well as key teaching methods and pedagogical developments, this multi-volume work compiles research essential to higher education professionals and administrators, educational software developers, and researchers studying pre-service and in-service teacher training.

Learning to Teach: Curricular and Pedagogical Considerations for Teacher Preparation introduces the reader to a collection of thoughtful research-based works by the authors. The chapters reflect the personal and professional experiences, based on field-research, of the contributing authors. The research study presented in each chapter offers different perspectives and approaches to ‘learning to teach’. Bridging theory and research in pre-service teacher preparation programs are examined. Each study reflects the findings on how the components and experiences of teacher preparation are addressed in diverse contexts and disciplines as well as the prevalent challenges for pre-service teacher preparation. Chapter One opens the book with a focus on learning to teach and the importance of symmetry in preparation and practice. Chapters Two – Ten present field-based research that examines the important complexities of ‘learning to teach’ in pre-service teacher preparation, acknowledging that across different disciplines the ‘learning to teach’ experiences vary based on the role and responsibilities that teachers have upon entering the classroom to teach.

For both new and existing staff in HE, this book provides a handbook on learning to teach. Whilst considering the scholarship that has underpinned teaching and learning for the last half century, the book also takes into account the changing nature of the student body, HE institutions and potentially of learning itself. Features international perspectives on pedagogy.

In this book, a teacher educator examines her practice as a way of learning about teaching as well as challenging teacher education. It is about how one teacher educator sought to transform the perspectives of her student teachers, in order to better prepare them to teach diverse populations of students, while challenging her own beliefs about how best to do that. The author seeks integrity in her practice, defined as her ability to enact what she teaches preservice teachers to do. In particular, this book is a self-study that contributes to understanding the broader question: How much can one affect and change the discourse within education when one also inhabits the characteristics that are privileged by the institution? The teacher education literature supports the need to study this type of self-reflection. Other researchers have pointed out that the role of teacher educators’ cultural identities in reforming education has been largely ignored in the literature. This book offers a unique perspective on the analogous relationship involved when a teacher educator teaches teachers how to examine the impact of their own identities on their teaching while examining that herself.

This handbook provides a comprehensive, scholarly overview of teacher education in Central and Eastern Europe (CEE), since the fall of communism in 1989. It looks closely at recent trends, emerging practices, and possible futures for teacher education in twenty-one CEE countries – reaching from the Balkans, through the Visegrad Group, to Eastern Europe and the Baltics. The contributing authors reflect on their own countries’ uphill battles and journeys towards modernising teacher education over the last three decades. Subsequently, contemporary teacher education policies, structures, and practices are explored in light of Bologna reforms, EU higher education policies, and globalisation processes. Each chapter also offers some predictions about likely future trajectories – with concrete suggestions on how to develop and improve teacher education systems in response to the growing pressures of neoliberal ideologies. The Palgrave Handbook of Teacher Education in Central and Eastern Europe provides a valuable reference that enriches the work of scholars, students, policymakers, and practitioners across CEE and beyond.

Institutions of higher education are keen to improve teachers’ intercultural experiences, communication, and understanding, but offer few resources for bringing the research literature to direct application in teacher education programs. This volume addresses that gap by examining what intercultural exchanges in teacher education look like, why they are important, and how they can be maintained. The authors examine how socio-cultural beliefs, institutional structures, and external accreditation bodies interact in the process of interculturalization, highlighting the incentives and barriers as well as strategies to implement and maintain interculturalization projects. Highlighting pragmatic examples, this book addresses the challenges and benefits of interculturalization that can be applied to teacher education programs from both a theoretical and practitioner perspective.

The premise of the 15th ICMI Study is that teachers are key to students' opportunities to learn mathematics. What teachers of mathematics know, care about, and do is a product of their experiences and socialization, together with the impact of their professional education. The Professional Education and Development of Teachers of Mathematics assembles important new international work- development, research, theory and practice - concerning the professional education of teachers of mathematics. As it examines critical areas to reveal what is known and what significant questions and problems warrant collective attention, the volume also contributes to the strengthening of the international community of mathematics educators. The Professional Education and Development of Teachers of Mathematics is of interest to the mathematics education community as well as to other researchers, practitioners and policy makers concerned with the professional education of teachers.

This book takes a fresh look at 'professional experience' in initial teacher education in Australia. Using collaborative narrative methodologies, the authors critically explore the ways in which one faculty of education engages with schools, industry, the teaching profession and government policy to deliver an innovative professional experience program. It includes chapters offering new perspectives on more traditional practicums in schools, as well as those reporting on exciting partnership initiatives where pre-service teachers, teacher educators and practitioners work together to teach and learn in new and mutually beneficial ways. There is a particular focus on the professional learning of all stakeholders from across the professional experience program. The book allows readers to gain a new understanding of the experiences and learning opportunities available to all stakeholders when a professional experience program makes a priority of boundary work, relational work and identity work. With the critical and creative power of narrative to convey what other research methodologies cannot, it shows how one institution has developed a variety of innovative approaches and structures in response to on-going debates on quality in teacher education, the role of educational partnerships in teacher preparation and the personal and professional insights gained from such opportunities.

This survey aims to help countries review and develop policies to make the teaching profession more attractive and more effective.