This book investigates the professional learning needs of teachers beyond initial teacher education, focusing on teachers in complex teaching positions, such as out-of-field teaching practices. The information presented here will help to improve professional learning strategies, while also offering an in-depth understanding of teachers’ needs, leaders’ perceptions, and what complex teaching situations mean for teachers’ professional learning and development. Further, Du Plessis shares the perceptions and lived experiences of teachers, parents, leaders and students as key stakeholders in quality teaching and learning environments. In light of new evidence-informed findings on the out-of-field phenomenon and continuing professional learning, Du Plessis puts forward strategies that will enhance the effectiveness of professional learning and development programs, while also fostering improved decision-making and policy development. In brief, Du Plessis focuses on the impact that complex teaching situations have on teachers’ unique needs, the support that is provided, and the influence of the out-of-field phenomenon on teachers’ responses to continuing professional learning and development programs.

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.

Tracing the development of initial teacher education since the large-scale expansion of the teaching profession after the Second World War to the present day, The Transformation of Initial Teacher Education explores the changing nature of teacher training. Examining the growth of the ‘teaching industry’, this book addresses key issues including: the return to an apprentice model the growing importance of schools in initial teacher training the continuing decline in the role played by higher education an examination of the broader socio-economic context of increased marketisiation a reconsideration of the international political factors driving the reform process; and interviews with prominent individuals who have been involved with the development of policy Considering the ideas and ideals that have permeated teacher education and how these have shaped the experiences of trainees on a variety of programmes across a broader international context, this book examines the future of teacher education and the changing nature of teaching, providing essential insight for trainee teachers, school staff and any academics involved in teacher education.

As new trends emerge in the realm of education, instructors are faced with the task of continuing development in order to stay up to date on the latest teaching methodologies for both virtual and face-to-face education. Facilitating In-Service Teacher Training for Professional Development is a pivotal reference source for the latest research on the scenarios faced by in-service educators, uncovering models, recent trends, and perceptions of in-service teacher training. Featuring extensive coverage across a range of relevant perspectives, such as teacher identity, collaborative teacher development, and exploratory practice, this book is ideally designed for researchers, practitioners, and professionals seeking current research on the need for continuing development in teacher education.

This book describes, problematises and theorises professional practice research in a range of Australian settings to provide evidence of robust, wide-ranging and contemporary approaches to professional experience in initial teacher education. It presents the latest research and evidence from those currently involved in innovative programmes designed to provide alternatives to meet local challenges during professional experience in teacher education. As the professional experience process is framed quite differently across Australian teacher education programmes, these cross-institutional accounts of collaboration, innovation and success make a major contribution to the field, both nationally and internationally. The book was developed from a research workshop funded by an Australian Association for Research in Education grant and organised by the Teacher Education Research and Innovation Special Interest Group.

Your essential coursebook for primary initial teacher training. Linked to the CCF and the ITTECF. This complete handbook supports your accredited primary initial teacher training (ITT) course. *Covers all areas of core content outlined in the ITT Core Content Framework and the Initial Teacher Training and Early Career Framework *Introduces key educational debates and a range of pedagogical perspectives on teaching and learning *Includes reflection activities to empower you to take control of your own learning and deepen your understanding *Supports your understanding of how the academic aspects of your ITT course link with your school-based experience *Provides you with opportunities to apply your knowledge in context *Enhances your understanding of what is required of you during ITT; ensuring you get the most out of your course