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'Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope.'
Ian Menter, Professor of Teacher Education, University of Oxford, UK

Teachers and Academic Partners in Urban Schools identifies and addresses a major problem for practitioners - teachers, student teachers and teacher educators - working in urban schools burdened by highly restrictive teaching methods and pressures to meet unrealistic...

'Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope.'
Ian Menter, Professor of Teacher Education, University of Oxford, UK

Teachers and Academic Partners in Urban Schools identifies and addresses a major problem for practitioners teachers, student teachers and teacher educators working in urban schools burdened by highly restrictive teaching methods and pressures to meet unrealistic benchmarks set by...

Teacher Education through Active Engagement identifies and addresses a contemporary issue: the ways in which teaching and teacher education are articulated by politicians, civil servants, business leaders and educational entrepreneurs intent on profit-making in the current global neoliberal policy context. This is often characterised by narrow and ill-conceived ideas about teacher characteristics and competences; recruiting and fast-tracking graduates from elsewhere into the profession; the reform of teacher training with less emphasis on theory and academic study; a narrow focus on...

Teacher Education through Active Engagement identifies and addresses a contemporary issue: the ways in which teaching and teacher education are articulated by politicians, civil servants, business leaders and educational entrepreneurs intent on profit-making in the current global neoliberal policy context. This is often characterised by narrow and ill-conceived ideas about teacher characteristics and competences; recruiting and fast-tracking graduates from elsewhere into the profession; the reform of teacher training with less emphasis on theory and academic study; a narrow focus...