International trends in initial teacher education (ITE) and induction increasingly emphasize the importance of school-based learning for beginning teachers, while recent policy shifts have given many more schools a leading role in ITE. This book focuses directly on what has been learned from within well-established partnerships about the nature of beginning teachers' learning in schools. It explores the ways in which teacher educators - both those that are school-based and those in universities who work in partnership with them - can most effectively support that learning. The book includes authentic and engaging case studies and offers an important critique of some ill-defined conceptions of reflective practice. It is rooted in the findings of a UK longitudinal research study - the Developing Expertise of Beginning Teachers (DEBT) project - that drew on extensive observational and interview data. *** Librarians: ebook available on ProQuest and EBSCO (Series: Critical Guides for Teacher Educators) [Subject: Education]