Full Description
This research-based book focuses on re-imagining how to improve pedagogical and environmental approaches to teaching and teacher education, across the early childhood to higher education sectors. It motivates educators, academics and researchers to stimulate thinking around the use of research to transform professional teaching and teacher education in imaginative ways. It showcases insights into the design and implementation of successful approaches to teaching improvement at the direct level of practice. This book provides a clear 'how to' approach that identifies the general principles by which teaching improvement can be planned, monitored and evaluated, as well as guidelines for contextualising these principles within specific educational levels and situations.
Contents
Chapter 1: Introduction to Re-Imagining Teaching Improvement.- Developing an Association-wide professional learning network for secondary mathematics teachers: A narrative of a three-year research project.- Re-imagining pedagogical approaches to support student engagement in secondary schools.- Collaboration For Primary Teaching Improvement: The Relational Aspects of Close Co-Teaching.- Adaptive Solutions for Teaching Improvement in Complex K-6 Situations.- Get on the cycle of engagement with mathematics: Re-imagining a model and a three-step process for primary/secondary teachers.- Education as a consilient problem: Initial Teacher Education (ITE) and the Left-Right Spectrum (LRS) in times of disruption.- A Big Little Window (BLW) for teacher training: A frame for teaching and thinking through disruption.- A Vision for High Quality Early Childhood Education and Care.Refining mentor teachers' feedback towards improving preservice teachers' practice.- Using academic skills to improve teaching.
