Læreruddannelse

Bedre inklusion, skoleudvikling og samarbejde på tværs.Co-teaching er en tilgang til at arbejde med inklusion i skolen, hvor de professionelle arbejder tæt sammen om alle undervisningens led. Co-teaching er samtidig en vej til skolens samlede udvikling – med afsæt i de professionelles egen læring og samarbejde.CO-TEACHING OG SKOLEUDVIKLING giver praktiske råd og konkret vejledning i, hvordan man integrerer co-teaching i skolens liv. Hvor starter man? Hvordan indtænker og vedligeholder man co-teaching som en integreret måde at arbejde med skolens udvikling på?Bogen giver eksempler fra forskningen og praksis på, hvordan lærere, ledere m.fl. kan bruge co-teaching til alles fordel. Det handler om at udvikle og skabe inkluderende undervisning, faglige kompetencer, dialogisk læring og en demokratisk samarbejdskultur.Bogen henvender sig til alle, der arbejder med pædagogisk udvikling og praksis i grundskolen: ledere, lærere, pædagoger, pædagogiske konsulenter og psykologer. Den er også til undervisere og studerende på læreruddannelsen og videregående uddannelser.

This book seeks to extend perspectives on professional identity in education. Chapters consider the notion of expertise, the impact of managerial approaches, the importance of communities of practice, and the effects of increasingly marketised approaches.By using narratives, the book opens up a ¿conversation¿ about this important topic. Educators and leaders from a variety of settings will explore their professional experiences and the impact these have had on forming values in the professional role. By drawing on personal experience, individual authors will consider some of the challenges they have encountered as part of identity formation. The significance of organisational cultures is discussed throughout the book and explores the ways in which individual autonomy is both threatened and claimed. Issues discussed include the frequent changes imposed through government initiatives and the social perception of education professionals when compared to other professional roles. Contributions have been drawn from teachers and leaders in schools, colleges, universities and specialist training. Chapter authors have a variety of experiences offering a multi-perspective approach. This will include strategic leadership, operational management and classroom practice, all of which offer insights of interest to educators at various points on the professional journey. The narrative approach adopted by authors provides the opportunity for readers to engage with others¿ experiences, enabling personal reflection on their own professional identity.

This book challenges the dominant expertise professionalism rationale for music education by responding to the call to develop ¿ecological awareness¿ at a time when all professions have a moral obligation to place sustainable and interdependent life at the center. The book aims to expand music education¿s professional horizons to acknowledge the responsibility of the music field to contribute to the demands of complex questions of sustainability and identify the ways in which sustainable music education may be strengthened through an activist relational ecological stance. It suggests a radical moral turn by asking: What if music education is recognised as part of the problem of sustaining unsustainability? and What if music teacher education was developed in and through dialogue with a futures perspective? These questions are interrogated through a critical analysis of the historical positioning of music in education and an interdisciplinary application of theories of ecology and professionalism.

This textbook addresses the main assessment issues that teachers and educational institutions face in their daily work, while providing practical tools to support actions and decisions in this area. The critical issues observed in the assessment practices are made visible and specific guidelines and examples are given on how to carry out an effective and realistic classroom assessment within the school context.The book reveals evaluation elements that future and practicing teachers need to know about and can benefit from, such as the alignment between curriculum, teaching and assessment, flexibility in the construction of instruments according to their purpose, effective feedback, rubrics to evaluate performance and the use of specification tables to make pedagogical decisions (beyond the construction of the instruments itself).Translation from the Spanish language edition: El Poder de la Evaluación en el Aula. Mejores Decisiones para Promover Aprendizajes by Carla E.Förster Marín, © Ediciones UC 2018. Published by Ediciones UC. All Rights Reserved.

This book explores the contexts for gender identity development in early childhood education, examining how early childhood educators¿ views on children¿s gender identity influence their practice in Australia. The author utilizes feminist post-structuralism, queer theory and performativity as theoretical approaches, and feminist post-structuralist discourse and thematic analyses. The book captures the voices of educators and developers of curriculum documents to explore how gender expansive environments can be created when such environments are socially and politically contentious. It then identifies discourses that enable and constrain the building of pro-diversity spaces and contexts in early childhood education, while considering how to disrupt normative notions of gender and promote the deployment of discursive agency.

Your essential coursebook for primary initial teacher training.

This book focuses on some important aspects of Physics Education: the role of metaphors in Physics teaching and learning, the connections between Physics and Mathematics, the interaction of young children with Physics at the primary level, and recent developments in teacher education in the USA. Contributors present their research related to: ¿ Preparing teachers for TPACK (technological, pedagogical, and content knowledge) and laboratory work. ¿ Developing and evaluating teacher PCK (pedagogical content knowledge) in Quantum Mechanics. ¿ In-service Physics teacher education for early childhood and primary levels. ¿ Pre-service Physics teacher education at all levels. ¿ In-service Physics teacher professional learning for second and higher-level education. Chapters in this book inevitably look into how Physics teacher education is organizedin different countries. Suggestions are offered for possible ways of supporting Physics teachers¿ learning. An emphasis is made on the much-needed measurements of the effectiveness of different teaching strategies that improve teaching for learning.All this should help professionals, researchers, and pre-service, as well as in-service teachers to get acquainted with the most recent research contributions in the field.

This book serves as a critical resource for educators across various roles and contexts who are interested in Holocaust education that is both historically sound and practically relevant. As a collection, it pulls together a diverse group of scholars to share their research and experiences. The volume endeavors to address topics including the nature and purpose of Holocaust education, how our understanding of the Holocaust has changed, and resources we can use with learners. These themes are consistent across the chapters, making for a comprehensive exploration of learning through the Holocaust today and in the future.

This book presents pedagogical strategies for today¿s diverse Israel Studies classrooms. It offers Israel-specific innovations for online teaching, tested methods for organizing global virtual exchanges that uplift marginalized voices in Israel, including Palestinian voices, and an intellectual and political overview of the field. Informed by the author¿s experiences in the classroom and principles shared with her by fellow instructors, the book provides a guide to developing an Israel Studies syllabus or integrating Israel Studies units into an existing curriculum

A text to support trainee primary school teachers to understand, identify, plan for and evidence progress in primary schools.

If ever there was a time for love and nurture it is now. Love and Nurture approaches are intertwined and impossible to focus on in isolation. This practical book for Early Years students and practitioners includes real-life case studies and practical examples alongside academic underpinning and essential theory. It supports students to understand and explore the need for and importance of Love and Nurture in early years practice. The book focuses on key child developmental factors including brain development, attachment awareness, love languages and nurturing touch, the science of nurture, the theory of love and nurture and building relational practice.

This book outlines a landscape of diversity education in the MENA region and its repercussions on learners' abilities, outcomes, and prospects. It addresses the concerns of language educators, curriculum designers, language education researchers, students and trainers. Theoretically, the issues of diversity, inclusion and equity share common principles and insights; yet they are not conceived of in this book as interchangeable. These subtle distinctions, as delineated in this book, show that they are complementary and include the principles of quality education which leverage human rights, sustainability and promotion of the human capital. What makes this book distinctive is that it reconsiders the existing pedagogical trends in terms of the current social upheavals, and with reference to the principles of development and progress needed in twenty-first century education.

This book explores the concept of the "e;best-loved self"e; in teaching and teacher education, asserting that the best-loved self is foundational to the development of teacher identity, growth in context, and learning in community. Drawing on the work of Joseph Schwab, who was the first to name the "e;best-loved self,"e; the editors and their contributors extend this knowledge further through the collaboration of their group of teacher educators, known as the Faculty Academy, who have been involved in examining teacher education for over two decades.  

Artificial Intelligence is at the top of the agenda for education leaders, scientists, technologists and policy makers in educating the next generation across the globe. Beyond applying AI in daily life applications and educational tools, understanding how to learn and teach AI is increasingly important. Despite these emerging technology breakthroughs, AI learning is still new to educators especially to K-16 teachers. There is a lack of evidence-based studies that inform them about AI learning, including design principles for building a set of curriculum content, and pedagogical approaches as well as technological tools. Teaching AI concepts and techniques from programming languages and developmentally appropriate learning tools (e.g., robotics, serious games, software, intelligent agents) across different education levels emerged in recent years. The primary purpose of this book is to respond to the need to conceptualize the emerging term "e;AI literacy"e; and investigate how to teach and learn AI in K-16 education settings.This book examines different aspects of learning artefacts, pedagogies, content knowledge and assessment methods of AI literacy education, from theoretical discussions to practical recommendations for curriculum and instructional design. An exhaustive summary of current evidence with examples is illustrated in this book, as well as cutting-edge research that serves as an AI literacy model for different countries' contexts. Part I, "e;Conceptualizing AI literacy"e;, provides a detailed discussion on the development of the concepts and frameworks on AI literacy education, discusses the differences and similarities between AI in education (AIED) and AI literacy education, and illustrates the reasons why K-16 students need to learn AI. These concepts are brought together in Part II, "e;K-16 AI literacy education"e; to further summarize the pedagogies, learning content, learning tools and assessment methods to inform K-16 educators how to design their AI instruction at each education level. After that, part III "e;AI literacy for instructional designers"e; explores how instructional designers (i.e., AI developers and teachers) prepare themselves to become ready to design developmentally appropriate tools, platforms, services and curricula to empower students with AI literacy skills.

This handbook provides an important overview of corporeality, embodiment and learning in education from both theoretical and empirical perspectives. Situating the body at the centre of educational practice, the editors and contributors introduce the concept of ¿tact¿ as a practical corporeal language. The chapters provide a spectrum of historical, conceptual, empirical and practical educational approaches for embodied pedagogical engagement. Tact and embodied knowledge form a significant component of a teacher¿s capability and professionalism: interacting with students, a pedagogue responds to them tactfully, emotionally, sensitively, and reflectively searching for the right thing to do, the right words to say, improvising in aural, linguistic, spatial, and visual way that are as restrained as they are enabled by the body. This handbook questions the familiar and established essentialist and naturalist view of the body to allow new perspectives on how corporeality affects learners.It will be of interest to scholars in education and philosophy as well as those researching in across social sciences.

This book reports outcomes of a study commissioned by the International Association of Steiner Waldorf Early Childhood Education (IASWECE) to summarise the effects of the Covid-19 pandemic on those who work in Waldorf early childhood education around the world. It raises questions about well-being, resilience, relationships, and modified practice. We hope it will provide valuable material for study, both individually and in groups.

This handbook provides a global overview of the design, implementation and assessment of academic development centers within higher education institutions. The current nature of our complex, rapidly changing world makes it imperative that colleges and universities worldwide find ways to educate their students in new and better ways: this is reflected in a change in focus from teaching and testing to maximizing student learning in line with the core mission of ADCs to ensure students achieve the best possible learning outcomes. This handbook builds on this transformation, as well as the foundational ADC structure and programming guidelines established by the Professional and Organizational Development Network, to offer a comprehensive exploration of professional development in the sector. This handbook is global in scale and comprehensive in scope, addressing various key topics such as organizational structure and leadership, funding, and program design. It calls for professors and academics to reflect on and adapt their methods of teaching independent to their research, and provides helpful frameworks and case studies for researchers designing centers or seeking models for additional programs.

This edited volume explores and extends themes in contemporary educational research on teacher preparation and the evolution in social justice education to antiracist pedagogy. These times call for teacher education to reconsider how the work devoted to social justice is explicit and intentional about its commitment to a racially just society. What does it mean for teacher education to seize this moment to confront racism and inequities that continue to perpetuate in society and school? The book highlights efforts that are being augmented to prepare teacher candidates and future faculty to address systemic racism in their teaching practices. 

This book is about mathematics teaching and learning in Africa during the Fourth Industrial Revolution. The Fourth Industrial Revolution (4IR) has evolved to utilize new technologies in the teaching and learning of Mathematics. It is characterized by the fusion of the biological, physical and digital worlds and embodies a new era of innovation in mathematics education, leading to the rapid emergence of new technologies for mathematics teaching and learning. Because 4IR in mathematics education is happening differently in various parts of Africa, the authors of the various chapters in this volume have positioned their work in their respective local contexts. The chapters address a wide variety of interests, concerns, and implications regarding 4IR and Mathematics Education in Africa. Additionally, a number of chapters address teaching mathematics in the context of the COVID-19 pandemic that has gripped the world. Other chapters discuss the implications of inequalities in Africa that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR.This book highlights a new era of innovation in mathematics education in the context of the Fourth Industrial Revolution, leading to the rapid emergence of new technologies in mathematics teaching and learning. It is a valuable resource for graduate students, people with research interests in the fourth industrial revolution and mathematics educators at any level, including all mathematics teachers; mathematics education curriculum designers and policymakers.

This textbook serves as a current and comprehensive resource on effective Continuing Professional Development (CPD) for TESOL practitioners in various contexts around the world at various stages in their careers. The practices described by language teachers, teacher educators and professional development providers in this book offer a vision of critical issues to consider when designing and evaluating professional development opportunities. Effective professional development requires careful planning informed by the realities of the local context and the specific needs of the teachers. This textbook is designed to support those who provide professional development opportunities by presenting global perspectives on professional development for a range of teaching contexts at different language levels. Each chapter includes a discussion about the type and source of support available in the given context, as well as a reflection on the challenges that exist for both teachers and CPD providers. These insights serve to help CPD designers and providers as they problematize teacher development opportunities in their context. Each chapter concludes with a synthesis of the strengths of CPD in the local context and a discussion of future directions that target opportunities for transformation and improvement. This volume celebrates teachers, teacher educators and CPD providers around the world. High-impact practices are presented from fifteen countries: Cameroon, Canada, Costa Rica, Indonesia, Kazakhstan, Malta, New Zealand, Norway, Oman, Qatar, South Africa, South Korea, Sri Lanka, Tanzania and the United States of America.