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This is an important book on the value of art education and the nature of having the affective dimension at the core of the visual art learning environment. The case studies are powerful and varied providing an unapologetic view of the transformative impact such learning environments can have upon students and the epistemic value of engagement in the visual arts. Moreover, the case studies speak to an emotional level of the reader. The author provides a digestible theoretical support for understanding the journey these students have undergone which can empower educators to rethink their existing pedagogy.
Eine Festschrift für Gabriele Kniffka
Volume Editors: Petra Gretsch and Nadja Wulff
Der Band umspannt das nach wie vor bildungspolitisch drängende Thema Deutsch-als-Zweitsprache und Deutsch-als-Fremdsprache mit Fokus auf die besonderen Anforderungen an Lehr- und Ausbildungskräfte in schulischen sowie berufsbildenden Kontexten.
Die Festschrift greift zentrale Forschungsfelder rund um den Erwerb des Deutschen als Zielsprache in Bildungsinstitutionen auf, die sich vorrangig mit dem Namen Gabriele Kniffka verbinden. Im ersten Teil werden praxisrelevante Konzepte zum Aufbau sprachlicher Fertigkeiten vorgestellt. Der zweite Teil spiegelt die sprachliche wie schriftsprachliche Komplexität schulischer Lehr-Lern-Prozesse auf der Ebene der Professionalisierung von Lehrkräften wider. Im dritten Kapitel werden Fach- und Berufssprachen hinsichtlich ihrer Implikationen für DaZ-Lernende untersucht. Der letzte Teil widmet sich dem Erfassen von Sprachständen in der Schule, aber auch für den Hochschulzugang.
Author: Gao Yang
Language teachers are concerned with the relationship between what they know or believe and what they practice. In this book, Yang Gao thus addresses this gap. Using the complex dynamic system theory, he reports the characteristics of the Chinese EFL teachers’ belief system and highlights the complexity of the system, the non-linearity, and unpredictability of the subsystems. He further explores the relationships between the stated beliefs and the actual practices among the Chinese EFL teachers. One of the key contributions through the book is the conceptualized model in studying EFL teachers’ beliefs and practices.
Developing teacher education policies calls for a collaborative dialogue of teacher educators, student teachers, researchers, teachers, school heads and school boards, as well as policy makers at regional, national and European levels. The Teacher Education Policy in Europe Scientific Network (TEPE Network) focuses on improving the quality of teacher education in Europe. This aim is reached through careful comparison and analysis of teacher education practices in Europe, sharing of existing practices and outcomes of research on teacher education, and by discussing the implications of these outcomes for teacher education policies at faculty, institutional, regional, national and European level. Key Issues in Teacher Education: Policy, Research and Practice is a series of scholarly texts that inspires and facilitates this dialogue regarding teacher education as an ongoing process of professional development within the continuum of the teaching profession, from initial teacher education, through induction and on to continuing professional development throughout teacher careers. Such teacher education aims to support prospective, novice and experienced teachers to develop their professional capability in fostering the individual and collective learning needs of pupils and in creating and strengthening learning environments and school environments that are inclusive and democratic, that aim at equity and that are exemplary for an inclusive and democratic society. The coherence of the TEPE series is created by a common focus of each volume that is characterized by: • A comparative European (international) perspective cherishing diversity in perspectives and viewpoints; • Addressing the continuum of teacher education; • Bridging research, practice and policy; • With a focus on the implications for local, national or international policies, practices and research. Authors are cordially invited to submit proposals and/or full manuscripts to the Series Editors, Maria Assunção Flores, Joanna Madalińska-Michalak, and Marco Snoek.
Author: Qiquan Zhong
Translator: Hua Wan
What does the best teacher education program look like? How should we look at the area of attracting the best teachers at teacher education program and at the schools? How should we look at the area of recruitment into teacher education at different stages of a teacher’s career and into the teaching profession? This book answers these questions, demonstrating that policy, professionalism, and pedagogy are integral to the development of the best teachers that our students deserve. The empirical quantitative and qualitative studies and narratives presented in this volume show that strong analyses are needed to drive decisions on policy and practice.

Contributors are: Tania Alonso-Sainz, Satya Samhita Balanagu, Aimie Brennan, Angela Canny, Bee Leng Chua, Stefanie Yen Leng Chye, Kurt Clausen, Melanie Ní Dhuinn, Reina Ferrández-Berrueco, Maria Assunção Flores, Marilde Queiroz Guedes, Rosalyn Hyde, Tandeep Kaur, Mary Knight, Jennifer Liston, Erika Löfström, Ee Ling Low, Joanna Madalinska-Michalak, Suzanne O’Keeffe, Diana Petrarca, Mark Prendergast, Lucía Sánchez-Tarazaga, Paola Sangster, Bianca Thoilliez, Luís Tinoca and Shirley Van Nuland.
In this volume, Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science. Using a selection of ten of his best publications, van Driel explains his journey from a chemistry teacher to an international leader in research in science education. He highlights collaborative projects with colleagues and students that have contributed to a better understanding of the nature of science teachers’ professional knowledge and how it develops in the context of teacher education and reforms of science education. He discusses the impact of this research on the international research community, and on the practice and policy of science education.
Author: Alys Mendus
Through this book, the author shares the nomadology of Alys-we searching for the Ideal School. Fed up with the System, traditional mainstream education directed by neoliberalism and high-stakes testing, Alys travelled to over 180 places of learning/schools in 23 countries that were educating differently. Through performative autoethnographic-we the author shares these embodied experiences in poems, vignettes, journaling and ethnodrama. Alys realised that the Ideal School is an oxymoron and she argues that schools and schooling, even within innovative education, are not the future for learning.

By developing the edge-ucation and sharing stories from the ‘gems’ that currently exist in places of learning/schools, there is the potentiality and hope for a paradigm shift. The book encourages everyone to become School Tourists themselves. Performing School Tourism is a mediation between creativity, arts, learning and teaching, leading to change as it helps shape the identity of those performing School Tourism and allows them to add these new experiences and understandings of the possibilities for education to the Earth-we, the collective consciousness of the world. Read this book to follow Alys’ journey as they share stories and trouble different innovative pedagogies (including Steiner Waldorf, Progressive, Democratic, and Montessori). The reader can choose their own adventure, following the rhizomatic multiple voices of Alys-we.
Inclusivity and Diversity in Teacher Education
In Self-Study and Diversity III the authors examine the self-study of teacher education practices at a time when inclusion and diversity are being questioned. Authors of various backgrounds and identities draw on their own experiences to examine the challenges of preparing teachers. They address issues of identity, equity, diversity, inclusion, and social justice through experiential and pedagogical lenses as they navigate the complexities of teacher education in challenging times. Particular strengths are its explorations of intersectionality, attention to the present context, and the diversity of these collected voices.
Heuristics for Educative and Responsible Practices
Volume Editors: Kenneth Tobin and Konstantinos Alexakos
This book consists of 19 chapters on heuristics written by 21 diverse researchers. Heuristics are reflexive tools, designed to heighten awareness of actions and thereby afford reflection and other contemplative activities that can catalyze desired changes. The 33 heuristics provided in the book have been produced, revised, and adapted in more than two decades of scholarship.

Six key foci are addressed in Transforming Learning and Teaching: Heuristics for Educative and Responsible Practices with respect to heuristics: teaching and learning, learning to teach, emotions, wellness, contemplative activities, and harmony.

The book is an ideal resource for researchers in education and the social sciences, and an excellent text for graduate level courses in which research, professional development and transformative change are goals.