Reclaiming the Deeper Purpose of Teacher Education

Balancing Compliance with Professionalism

Inbunden, Engelska, 2026

AvRebecca Spooner-Lane,Sarah James,Nerida Spina,Anna Hogan

2 909 kr

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This collection reimagines how we prepare the next generation of teachers in an era dominated by policy intensification, curriculum prescription, and measurable ‘teacher quality’. Instead of positioning initial teacher education (ITE) as a process of compliance and standardisation, the editors showcase critical research-informed practices that centre relational and creative approaches to teaching and learning.Across the chapters, teacher educators discuss research informed approaches that embed cultural responsiveness, social justice, equity, professional wellbeing, and sustainability into teacher preparation. By presenting concrete, practice-focused examples, the book demonstrates how ITE can prepare teachers not only for the classroom but also for the complex ethical, relational and cultural demands of schooling today. Written in short, accessible chapters, the collection offers clear insights and actionable ideas for integrating research into practice. Readers will gain practical strategies, conceptual clarity, and renewed purpose for shaping teaching and learning in ITE.A must-read for Australian scholars and practitioners in teacher education seeking to deepen their understanding of research-informed practice, the book will also inspire pre-service teachers, graduate educators and education leaders who want to reimagine teacher preparation for the kind of teachers our children deserve.

Produktinformation

Utgivningsdatum2026-11-16
Mått156 x 234 x undefined mm
FormatInbunden
SpråkEngelska
Antal sidor234
FörlagTaylor & Francis Ltd
ISBN9781041285632

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Rebecca Spooner-Lane is Associate Professor in the School of Education at the Queensland University of Technology, Australia.Sarah James is Senior Lecturer in the School of Education at the Queensland University of Technology, Australia.Nerida Spina is Associate Professor in the School of Education at the Queensland University of Technology, Australia.Anna Hogan is Associate Professor in the School of Education at the Queensland University of Technology, Australia.

1 Introduction, Anna Hogan, Nerida Spina, Sarah James, Rebecca Spooner-Lane. Part 1: Reconsidering the Deeper Purpose of Education 2 Preservice Teachers as Critical Consumers and Producers of Research: Essential Skills for the Teaching Profession, Sonia L. J. White, Rebecca Spooner-Lane, and Nerida Spina 3 Using normative case studies to teach educational ethics and support ethical decision-making and practice in teacher education, Daniella E. Forster, Sarah K. Gurr, Sharon D. Smith 4 Queering university teacher preparation programs, Lisa van Leent, Nerida Spina, Kellie McGraw, Bessie Stone, & Judith Howard 5 Is initial teacher education preparing pre-service teachers to meet Indigenous education goals?, Kami Hazlewood and Shanelle Fiaalii. Part 2: Examining the Value of Relational Programs 6 Teacher educator reflections on global competence: Opportunities and outcomes of embedding international professional experience in teacher education, Mallihai Tambyah, Matt Readette, and Xiaofan Liu 7 Regional, Rural and Remote Preservice Teaching: A triad of relationships, Sarah M James, Meegan Brown, Denise Beutel, and Amanda Isaac 8 Reimagining parent engagement for schools, teachers, parents and students, Annetta Cayas, Elizabeth Briant, Nerida Spina, Rebecca Spooner-Lane and Karen Dooley 9 Preparing Teachers to Work with Students Who Have Lived Through Trauma, Rebecca Spooner-Lane, Lyra L’Estrange, Meegan Brown, Judith Howard, Carmel Hobbs, and Anne Southall 10 Built In, Not Bolted On: Social–Emotional Competence and Wellbeing as Core Professional Capabilities in Initial Teacher Education, Sasha Lynn and Annemaree Carroll 11 Emotionally Responsive Teaching Practice: Preparing Science Teachers to Recognise and Respond to Student Emotions, Subhashni Appanna. Part 3: Revisiting Curriculum, Pedagogy and Assessment 12 Teaching with Responsible AI, Janine Arantes and Amanda Muscat 13 Asynchronous learning literacies in professional experience: Teacher Educators' Perspectives, Julia Mascadri, Jen Clifton, Sally Savage, Bessie Stone, Elizabeth Briant, and Danielle Gordon 14 Challenging Traditional Views of Mathematics Teaching, Chrystal Whiteford and Julia Mascadri 15 Inclusive New Literacies for a New Generation of Teachers, Bessie Stone & Beth Saggers 16 An Arts immersion approach in initial teacher education: Different ways of knowing through relational, responsive and reflective pedagogy, Susan N. Chapman 17 Supporting Preservice Teachers to Develop Adaptive Expertise for Accessible Assessment for Learning, Catherine Challen, Julie Arnold, Jill Willis 18 Conclusion, Anna Hogan, Nerida Spina, Sarah James, Rebecca Spooner-Lane

“This book offers a compelling and timely rethinking of teacher education, challenging reductive compliance cultures while affirming the intellectual, ethical, and relational foundations of teaching. It synthesises critical scholarship with practical insight, providing a powerful framework for reimagining ITE based on the right types of professionalism and accountability.”-Professor Theresa (Terri) Bourke, Dean and Head of School, School of Education, Faculty of Creative Industries, Education and Social Justice, QUT“Teacher educators, doctoral researchers, policymakers and school leaders wrestling with standards driven accountability measures will find this book a helpful and energising read — one that restores confidence in professional judgement as the heart of good teacher preparation, not an obstacle to it.”-Pat Thomson, Professor Emerita University of Nottingham, Professor of Education, Adelaide University.