ABSTRACT

Research-Informed Teacher Learning explores career-long improvements in knowledge building and the skills required in curriculum reform, transformations in teaching methods, alterations to assessment, and restructurings in school administration and management. This extends to meeting the needs and interests of different and diverse students and groups of students, mentoring student teachers and beginning teachers, and supporting experienced teachers, so they are all responsive to their local school-communities, thereby contributing to democratic schooling and the public good.

The book mainly focuses on the professionals working in teaching and teacher education from pre-service training and development through early-mid career and into later stages of career mobility. It pinpoints the ways that practitioners need to be involved in the design and delivery of changing models of teacher education which helps in the development of their own professional activities at all levels of the teaching service. Dedicated to the late Professor Carey Philpott, the book takes his ideas forward, particularly in the current conjuncture when teacher learning is curtailed and constrained by power brokers, politicians and policy makers in various undemocratic ways.

This book will be of great interest for academics and researchers in the fields of teacher education, educational policy and politics, and lifelong learning and development.

chapter 1|11 pages

Research-informed teacher learning as professional practice

ByMelitta Hogarth

chapter 2|13 pages

Community-oriented pre-service teachers

The limits of activism
ByMarie Brennan

chapter 3|21 pages

New directions in headship education in Scotland

ByJoan Mowat

chapter 4|15 pages

Musing on teacher mentoring and calls for clinical practice

ByLinda Harris

chapter 5|13 pages

The “view from now”

What are the effects of recent changes to ITE policy for the future?
ByHelen Scott

chapter 6|12 pages

The problem with randomised controlled trials for education

ByTerry Wrigley

chapter 7|12 pages

Professional learning communities as sites for teacher learning

ByAlison Iredale, Diana Tremayne

chapter 8|14 pages

Teacher learning

Schön and the language of reflective practice
ByStephen Newman

chapter 9|15 pages

Teachers’ professional knowledge work on poverty and disadvantage

ByAmanda Nuttall, Lori Beckett

chapter 10|12 pages

Supporting student teachers with minority identities

The importance of pastoral care and social justice in initial teacher education
ByJonathan Glazzard, Samuel Stones

chapter 11|16 pages

What do we mean when we speak of research evidence in education?

ByMaria Teresa Tatto

chapter |7 pages

Epilogue

Developing research-informed teacher learning
ByPete Boyd