{"title":"Series: Keywords in Teacher Education","description":"\u003cp\u003e\u003cstrong\u003eKeywords in Teacher Education\u003c\/strong\u003e offers an insightful exploration into the language and concepts that shape contemporary teaching and learning. This series delves into critical terms and ideas, providing educators, students, and researchers with a deeper understanding of educational theory and practice.\u003c\/p\u003e\n\n\u003cp\u003eEach volume invites readers to reflect on the philosophical and psychological foundations of education, encouraging thoughtful engagement with the evolving challenges and opportunities within the field. Ideal for those seeking to enrich their perspective on teaching, learning, and educational discourse.\u003c\/p\u003e","products":[{"product_id":"expertise-by-dr-jessica-gerrard-9781350238220","title":"Expertise","description":"\u003cdiv class=\"book-description\"\u003e\n\u003cp\u003eThis book offers an important and timely critique of expertise, showing how it is a ‘keyword’ shaped by social, historical, and political debates about what counts as knowledge and truth, and who counts as experts.\u003c\/p\u003e\n\n\u003cp\u003eUsing teacher expertise as an illustrative case, Jessica Gerrard and Jessica Holloway reflect on recent events, including COVID-19 and the climate crisis, to examine how expertise is never neutral, objective, or fixed. They argue that ‘getting political’ is not just an inevitable part of teacher expertise, but a necessary basis of any claim to it.\u003c\/p\u003e\n\n\u003cp\u003eAcross the chapters, \u003cem\u003eExpertise\u003c\/em\u003e explores how expertise is socially constructed in relation to governance, uses of data and evidence, understandings of ignorance and the unknown, and – ultimately – power.\u003c\/p\u003e\n\n\u003cp\u003eUsing contemporary and historical examples from international contexts, the authors address the political positioning of expertise and how this creates boundaries between who is an expert and who is not, and what is (and is not) expertise.\u003c\/p\u003e\n\n\u003cp\u003eGerrard and Holloway argue that ongoing policy debates about teacher expertise cannot be resolved by neutral definitions of ‘good teaching’. Rather, expertise is unavoidably political in its expression.\u003c\/p\u003e\n\u003c\/div\u003e","brand":"Allen \u0026 Unwin","offers":[{"title":"Default Title","offer_id":47430671794412,"sku":"9781350238220","price":36.99,"currency_code":"NZD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0705\/7784\/8556\/files\/9781350238220.jpg?v=1774558780"},{"product_id":"knowledge-by-victoria-elliott-9781350336537","title":"Knowledge","description":"\u003cdiv class=\"book-description\"\u003e\n\u003cp\u003eKey to teacher education is the knowledge base of the teacher educator, and the ways in which knowledge is conceptualised. \u003cem\u003eKnowledge\u003c\/em\u003e explores how ideas about knowledge are used in teacher education to critically examine what knowledges are valued across research, policy and practice.\u003c\/p\u003e\n\n\u003cp\u003eThe authors explore international and interdisciplinary perspectives on the nature of knowledge (and what counts as knowledge) and how these perspectives translate into teacher education, with a final chapter dedicated to exploring consequences for practice.\u003c\/p\u003e\n\u003c\/div\u003e","brand":"Allen \u0026 Unwin","offers":[{"title":"Default Title","offer_id":47471061696748,"sku":"9781350336537","price":36.99,"currency_code":"NZD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0705\/7784\/8556\/files\/9781350336537-knowledge.jpg?v=1775231903"},{"product_id":"communities-by-professor-kenneth-m-zeichner-9781350173330","title":"Communities","description":"\u003cdiv class=\"book-description\"\u003e\n\u003cp\u003eThis volume examines the multiple meanings of the term community in relation to teacher education research from an international perspective and presents examples of exemplary work that represent different strands of community-focused and community-based teacher education.\u003c\/p\u003e\n\n\u003cp\u003eAs well as laying out and clarifying the landscape of existing work on including communities in teacher education, Ken Zeichner argues for a view of teacher education in which existing power hierarchies are disrupted. He envisions a system where parents\/carers, families, and local communities play central roles in the preparation of teachers and teacher educators.\u003c\/p\u003e\n\n\u003cp\u003eHe also argues for a vision of teaching that includes instruction, curriculum development, and community participation. He explores the links between equity and justice in education in schools within marginalized communities and shows how decolonial approaches to teacher education that access community expertise can help shift power relations. This results in culturally sustaining and revitalizing forms of education.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003eCommunities\u003c\/em\u003e by Professor Kenneth M. Zeichner, provides insightful perspectives that challenge traditional approaches and empower community involvement in teacher education.\u003c\/p\u003e\n\u003c\/div\u003e","brand":"Allen \u0026 Unwin","offers":[{"title":"Default Title","offer_id":47596026495212,"sku":"9781350173330","price":36.99,"currency_code":"NZD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0705\/7784\/8556\/files\/9781350173330-communities.jpg?v=1777913801"},{"product_id":"disadvantage-by-dr-jo-lampert-9781350259096","title":"Disadvantage","description":"\u003cdiv class=\"book-description\"\u003e\n\u003cp\u003eRecognition of disadvantage is seen as crucial in preparing socially just teachers who can recognise and address inequities. This engaging guide provides innovative strategies to reflect on disadvantage. Coupled with its discursive partners, inclusion and diversity, trainee teachers are asked to engage with theories of disadvantage and are advised to recognise, support, and lead change for students who historically experience high levels of exclusion and marginalisation.\u003c\/p\u003e\n\n\u003cp\u003eBut what does disadvantaged mean?\u003c\/p\u003e\n\n\u003cp\u003eIn \u003cem\u003eDisadvantage\u003c\/em\u003e, the authors draw together international perspectives to explore the subtle and complex differences produced by the keyword \"disadvantage\" in different geo-political contexts. They examine the political, historical, social, and cultural significance of the word. The book showcases narratives from the subjects of disadvantage, including indigenous perspectives. It includes standpoints from immigrants, asylum seekers, and refugees, and considers the intersectional nature of disadvantage, such as the experiences of LGBTQI+ groups living in poverty.\u003c\/p\u003e\n\u003c\/div\u003e","brand":"Allen \u0026 Unwin","offers":[{"title":"Default Title","offer_id":47596251775212,"sku":"9781350259096","price":36.99,"currency_code":"NZD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0705\/7784\/8556\/files\/c49e74a110bf45b5d68ff066e4f4b67a.jpg?v=1777930747"},{"product_id":"identity-by-dr-sarah-steadman-9781350285910","title":"Identity","description":"\u003cdiv class=\"book-description\"\u003e\n\u003cp\u003eIssues of identity are paramount in addressing what it means to be a teacher and teacher educator in a diverse educational world, and \u003cem\u003eIdentity\u003c\/em\u003e by Dr Sarah Steadman faces this challenge head on.\u003c\/p\u003e\n\n\u003cp\u003eThe complex and contested view of teacher identity offers a lens for the exploration of the personal and the professional, informing both what teachers and teacher educators do and think. Steadman charts the relevance of identity to the formation of teachers and teacher educators, addressing issues around professional identity.\u003c\/p\u003e\n\n\u003cp\u003eIn foregrounding the inevitability of conflict in the formation of the teacher identity, this book raises important issues for teacher educators as they navigate these tensions. The book explores the importance of collaboration between schools, universities, and communities in the ongoing development of teacher and teacher educator identities and the provision of relevant and democratic education for all.\u003c\/p\u003e\n\u003c\/div\u003e","brand":"Allen \u0026 Unwin","offers":[{"title":"Default Title","offer_id":47596643647724,"sku":"9781350285910","price":36.99,"currency_code":"NZD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0705\/7784\/8556\/files\/3460bb0d25aa0954856a91da74869754.jpg?v=1777935902"},{"product_id":"quality-by-dr-clare-brooks-9781350285965","title":"Quality","description":"\u003cdiv class=\"book-description\"\u003e\n\u003cp\u003eDiscussions of quality dominate the field of teacher education. However, definitions of quality can vary enormously and are often vague and imprecise, relying on proxies for quality which make inaccurate assumptions about what matters in the education of teachers.\u003c\/p\u003e\n\n\u003cp\u003e\u003cem\u003eQuality\u003c\/em\u003e explores different ways in which quality can be defined and understood within teacher education, offering a way of categorising and understanding why some quality indicators miss the mark. The book introduces the idea of a quality conundrum, with illustrative examples from international ITE practice, to show how different conceptions of quality in ITE can have good intentions but be potentially damaging to its overall transformative potential. It also provides examples of where practice has been able to move beyond restrictive definitions of quality to enact a more transformative vision of teacher education.\u003c\/p\u003e\n\n\u003cp\u003eThis analysis ties the use of quality indicators to historical developments in teacher education and political shifts in how it is viewed, the role education is perceived to play in society, and considers where the power lies in locating who decides what counts as quality in teacher education (and also who and what gets excluded).\u003c\/p\u003e\n\n\u003cp\u003eKey topics covered include:\u003c\/p\u003e\n\u003cul\u003e\n  \u003cli\u003ethe use of standards, accreditation and inspection frameworks;\u003c\/li\u003e\n  \u003cli\u003ethe range of input, process, output, and perspectival indicators used to judge quality in ITE;\u003c\/li\u003e\n  \u003cli\u003ethe different discourses of teacher quality which influence the pedagogy and structure of teacher education programmes.\u003c\/li\u003e\n\u003c\/ul\u003e\n\n\u003cp\u003eThe author also gives particular attention to how to address different approaches to quality when they start to reach conundrum proportions, and how to redress teacher education towards what matters rather than what counts.\u003c\/p\u003e\n\u003c\/div\u003e","brand":"Allen \u0026 Unwin","offers":[{"title":"Default Title","offer_id":47597549584620,"sku":"9781350285965","price":36.99,"currency_code":"NZD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0705\/7784\/8556\/files\/720f34f5f5ab69cef214b9a54bf442be.jpg?v=1778038207"}],"url":"https:\/\/bookhero.co.nz\/collections\/series-keywords-in-teacher-education.oembed","provider":"Book Hero","version":"1.0","type":"link"}