This is the third and final book in the series Transformative Pedagogies in Teacher Education. Like the first two books in the series it is geared towards practitioners in the field of teacher education. This third book focuses on transformative leadership in teacher education. In other words, the kind of leadership and practices that will be important and necessary to bring about the kind of changes that both teachers and students seek to improve educational outcomes for all students, but in particular Black, Indigenous and racialized students who have been traditionally underserved by the education system. Teacher leadership plays an important role in transformative educational change that challenges all forms of oppression and white supremacy. This book features chapters by a collection of scholars, teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, experienced teachers and school leaders. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Re-Imagining Transformative Leadership in Teacher Education they can employ in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives critical in these changing and challenging times. Critical notions of education are posited from different perspectives and contexts. This book will be useful for teacher education programs, principal preparation programs, in-service teachers, school boards and districts engaging in ongoing professional development of teachers and school leaders.

Teacher Education Department Chairs and Social Justice: Transformative Leadership through Inclusivity is a ground-breaking book that introduces teacher educators to the power of social justice teacher preparation programs. It highlights the importance and magnitude of developing teacher education programs that include a sociopolitical curriculum. The book adds value to the discourse around critical race theory in education by demonstrating how social justice discourses in teacher education can lead to more socially just teachers who can bring out the gifts and talents of diverse student populations. Included in the book is a discussion of how department chairs who lead social justice teacher preparation programs apply transformative leadership practices. The book offers a critical pedagogy to deconstruct dominant ideologies that permeate teacher education programs and provides strategies to effectively prepare teachers who can educate and advocate for historically underserved students, their families, and communities.

Transformative leadership emerges as the beacon guiding P-12 schools and higher education institutions through the intricacies of necessary change. Leaders must confront the perennial challenges faced by educational institutions head-on, equipped with an array of innovative strategies and a commitment to fostering equitable practices, from addressing inclusion, diversity, and belonging to navigating the complex terrain of school change. In Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education, the echoes of Heraclitus's wisdom reverberate, reminding educational leaders that the only constant is change. This book delves into the core of transformative strategies employed by thought leaders across the educational spectrum, from P-12 schools to university corridors. Guided by transformative leadership principles, this book traverses the intricate tapestry of topics such as technology integration, educational entrepreneurship, and global citizenship, providing a roadmap for leaders to navigate the complexities of the modern educational landscape. The emphasis on social-emotional leadership and learning underscores the importance of nurturing the holistic development of students, ensuring they thrive both academically and emotionally.

"Finding Home in Schools is primarily written to those readers who are BITOC as they negotiate and navigate the teaching profession, from pathway programs, to teacher education, and into the teaching profession. Along with academic concepts that assist those readers in making sense of their own experiences, it provides loving advice to those BITOC readers in the hopes that this will sustain them into and through the teaching profession"--

This book is an arresting interdisciplinary publication on Christian education, comprising works by leading scholars, professionals and practitioners from around the globe. It focuses on the integrated approaches to Christian education that are both theoretically sound and practically beneficial, and identifies innovative pedagogical methods and tools that have been field-tested and practice-approved. It discusses topics such as exploring programmes and courses through different lenses; learning challenges and opportunities within organisational management; theology of business; Christian models of teaching in different contexts; job preparedness; developing different interpretive or meaning-making frameworks for working with social justice, people with disability, non-profit community organisations and in developing country contexts. It offers graduate students, teachers, school administrators, organisational leaders, theologians, researchers and education practitioners a fresh and inspiring reimagining of Christian education perspectives and practices and the ramifications of their application to life-long learning.

Re-imagining Educational Leadership will challenge policymakers at all levels to re-imagine educational leadership. It will help reshape educational leadership in school systems around the world at a time when policymakers seem to be losing faith in what schools can accomplish.

The new edition of this landmark text expands our current understanding of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation. Offering a comprehensive review of research on attracting, preparing, and sustaining personnel to effectively serve students with disabilities, it is fully updated to align with current knowledge and future perspectives on special educator development, synthesizing what we can do to continue advancing as a field. The Handbook of Research on Special Education Teacher Preparation is a great resource not only to special education faculty and the doctoral students they prepare, but also to scholars outside of special education who address questions related to special education teacher supply, demand, and attrition.

The Bloomsbury Handbook of Diversity, Crises and Transformative Leadership in Higher Education explores the intersections of contemporary understandings and practices of leadership within higher education around diversity, inclusion and indigeneity. With contributions from four continents, the handbook brings together diverse perspectives to explore a range of topics including access, equity, cultural competence, decolonisation, student activism and indigenous insights. Countries covered include Australia, Canada, Czech Republic, India, New Zealand, Pakistan, South Africa, and the USA. The book forms part of the Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education collection, brought together by Mary Drinkwater.

This book explores the challenges and precarity of higher education post-pandemic, explicitly focusing on higher education in emerging countries. Looking beyond the pandemic, the editors and contributors provide a holistic view of the residual legacies of global health crises like COVID-19 in developing countries. The book calls for the need to reimagine, reevaluate and reposition the higher education system: exploring the challenges experienced by students, staff, administrators and other stakeholders. Bringing forth insights from researchers, practitioners and senior leadership, the book shares theoretical and practical insights on dealing with the aftermath of a pandemic and what can be learned for the future. It will be of interest and value to researchers, practitioners and leaders who wish to understand a develop new approaches for their teaching and management post-pandemic.

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.