Moira Hulme

his book builds on the experiences of school leaders, early career teachers and their mentors and responds to the challenges that new teachers face as they move beyond initial teacher training. Practiced educators provide research-informed guidance in each chapter to scaffold new teachers' workplace learning when the learning curve is steepest. Support for new teachers is vitally important in enhancing teaching quality, promoting teacher wellbeing, and reducing staff burnout rates.
Each chapter, co-authored by school-based and university-based teacher educators, contains rich illustrative examples and vignettes from lead practitioners in UK primary and secondary schools. The book is relevant across curriculum areas and phases of education so that all new teachers can ease their transition into teaching, build their confidence and lay foundations for their career-long professional growth.

Teacher education in times of change offers a critical examination of teacher education policy in the UK and the Republic of Ireland over the past three decades, since the governments of all five nations started making major interventions. Written by a research group from the five countries, it makes international comparisons and covers broader developments in professional learning, to place these key issues and lessons in a wider context. The approach taken is a broad cultural historical one that seeks to deploy a ‘home international’ comparative methodology. After analytical accounts of policy developments in each of the five nations, four themes are considered cross-nationally: standards and accountability; research; higher education; and partnership. The major conclusion reached is that there are distinctive elements both in policy processes and in policy outcomes in all five of the nations but also significant commonalities that appear to reflect some of the wider trends in teacher education internationally that may be associated with globalisation. The analysis provided by the book demonstrates the deep political, sociological and educational significance of teacher education in contemporary democratic societies.

Is there an ‘ideal’ primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach? The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy.

This book is a guide to research methods for practitioner research. Written in friendly and accessible language, it includes numerous practical examples based on the authors' own experiences in the field, to support readers.
The authors provide information and guidance on developing research skills such as gathering and analysing information and data, reporting findings and research design. They offer critical perspectives to help users reflect on research approaches and to scrutinise key issues in devising research questions.
This book is for undergraduate and postgraduate students, teachers and practitioners in practitioner research development and leadership programmes.