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Edited by Hans Christian Arnseth, Thorkild Hanghøj, Thomas Duus Henriksen, Morten Misfeldt, Robert Ramberg and Staffan Selander

We live in a time of educational transformations towards more 21st century pedagogies and learning. In the digital age children and young people need to learn critical thinking, creativity and innovation and the ability to solve complex problems and challenges. Traditional pedagogies are in crisis and many pupils experience school as both boring and irrelevant. As a response educators and researchers need to engage in transforming education through the invention of new designs in and for learning. This book explores how games can provide new ideas and new designs for future education. Computer games have become hugely popular and engaging, but as is apparent in this book, games are not magical solutions to making education more engaging, fun and relevant.

Games and Education explores new designs in and for learning and offer inspiration to teachers, technologists and researchers interested in changing educational practices. Based on contributions from Scandinavian researchers, the book highlights participatory approaches to research and practice by providing more realistic experiences and models of how games can facilitate learning in school.

Developing Professional Memory

A Case Study of London English Teaching (1965–1975)


Paul Tarpey

In Developing Professional Memory, the author examines narratives from ‘progressive’ and ‘radical’ London-based English teachers who began their careers between 1965 and 1975. English teaching in this period, which the author defines as a ‘cauldron’ of competing and contested currents, is often portrayed negatively in dominant discourses around the subject. The teachers’ narratives, however, provide a much more nuanced and positive story.

By recovering and documenting the collective Professional Memory of English teachers in a particular conjuncture, this volume offers a compelling practitioner account of events and developments and proves that learning from Professional Memory has transformative potential. The author argues that by critically confronting narratives, practices and existing conjunctural circumstances, current practitioners might develop greater agency in debates around their professional roles and responsibilities.


Edited by Wolff-Michael Roth and Pei-Ling Hsu

Non scholae sed vitae discimus, we learn for life rather than for school. In this Roman saying, the ultimate reason for school is recognized as being a preparation for life. High school science, too, is a preparation for life, the possible careers students identify, and for defining possible future Selves. In this book, the contributors take one dataset as their object of scholarship informed by discursive psychology, Bakhtin, and poststructural positions to investigate the particulars of the language used in interviews about possible careers conducted both before and after an internship in a university science laboratory. Across this collection, some contributors focus on data driven analyses in which the authors present more macro-perspectives on the use of language in science career talk, whereas others see the data using particular lenses that provide intelligible and fruitful perspectives on what and how students and interviewer talk careers in science. Other contributors propose to transform the database into different representations that allows researchers to single out and demonstrate particular dimensions of discourse. Thus, these contributions roughly fall into three categories that are treated under the sections entitled “Discourse Analyses of Career Talk,” “Discursive Lenses and Foci,” and “Innovations in Theory, Method, and Representation of Career Talk Research.”


Yan Feng

Using autobiographical accounts acquired from her extensive career in education, the author has explored the multi-faceted influences on teacher career motivation and professional development in special and inclusive education in China.
The social realities faced by teachers in their professional lives in a city in China have been highlighted through comparison and contrast with those of their international peers. This is achieved through a comprehensive review of recent literature and an empirical study to encourage teacher voices with this regard. The study reveals opportunities and challenges in China in the process of moving towards inclusive education. In particular, it identifies the impact of teacher recruitment policies, teacher education programmes, education decentralisation, rural-urban disparities as well as socio-cultural values on teacher career motivation and their professional development. It also addresses various implications regarding ethical dilemmas overlooked in previous educational research. Meanwhile, the author proposes a discussion on Self-Determination Theory in terms of motivational change.

Educational Accountability

Professional Voices From the Field

Edited by Kenneth D. Gariepy, Brenda L. Spencer and J-C Couture

In an age when responses to accountability regimes in education range from hysteria to cynicism, this volume reframes accountability in narratives of collective, participatory responsibility that leave one feeling inspired and ready to act. The authors, all scholar-practitioners speaking from contexts spanning leadership, policy, literacy, indigenous education, and diversity, explore ways to navigate accountability discourses with wisdom, courage and hope.—Tara Fenwick, PhD, Head, Dept. of Educational Studies, University of British Columbia.
In this collection, the preoccupation of educational institutions with accountability is critically examined by writers who work in the field. They consider the impact of accountability regimes on professional practice and the learning agenda, challenge current policies and call for a rethinking of accountability. The skills and knowledge associated with this work is what we should hold schools accountable to. It is, as you see from reading these contributions, time for change.—Stephen Murgatroyd, PhD, Chief Scout, The Innovation Expedition Inc.
About the Book
From their diverse perspectives, nine educational practitioners discuss current educational accountability policies and how these affect students, educators, learning and teaching in a variety of settings, from K-12 schools to post-secondary institutions and government agencies. The authors combine theory, research and their day-to-day experiences to reflect on the challenges posed by realities such as outcomes-based curricula, high-stakes testing, standardized reporting and management by objectives. By examining current accountability initiatives and their effects in relation to core values of public education such as equity, diversity, democracy and opportunity, this book offers educators a range of insights for thinking about and doing education differently.

Self-Study Approaches and the Teacher-Inquirer

Instructional situations Case Analysis, Critical Autobiography, and Action Research

Hanna Ezer

This book examines self-study methodologies and their relevance to professional growth among teachers. The book puts forward the following arguments: Self-study as a research approach involves basic research skills, therefore constituting an important step for non-professional inquirers aspiring to more complex research. Self-study is a powerful tool in support of professional growth among teachers. Self-study comprises a set of approaches, among them instructional situations case analysis, critical autobiography, and action research. The book offers some interesting perspectives on the following issues: - The book focuses on the writer’s experience as a teacher educator who has elicited and motivated self-studies among student teachers and teachers. - The book brings together three related self-study methodologies: instructional situations case analysis, critical autobiography, and action research. - The book offers a new perspective on implementing and analyzing instructional situation cases through the "authentic case of teaching" and the "expected case of teaching, " a perspective developed by the writer and implemented in her classes. - The book provides a fresh view of critical autobiography as a powerful tool teachers can use to examine their own practice and professional development. - The book introduces critical discourse analysis as a useful tool for researchers. This tool enables teacher-inquirers to reveal their’sense of professional self' and their professional identity as it emerges in teaching cases they provide. - Teachers and researchers can easily apply the methodologies described in this book to their own teaching and research arenas.

Teachers' Professional Development

Aims, Modules, Evaluation

Edited by Frank Achtenhagen, Fritz K. Oser and Ursula Renold

Within the central topics of the debate on teachers’ professionalism are the problems of research-based and evidence-based initial and lifelong teacher behavior. Although the statements on professional similarities of teacher actions with those of other (academic) professionals are very plausible, there remains a central task for teacher education programs: How to develop towards such expertise—which is equal to evidence convictions—effectively and efficiently. Which role do scientific research and its results play in this context? How can research results be converted into recommendations for teacher actions?
The contributions to this book focus on central problems of the conversion process: In the first part the goal dimension is treated: Maiello & Oser emphasize the relationship of central variables of teacher behaviour as identity, professional satisfaction or self-efficacy to teachers’ professional behaviour; Blömeke, Felbrich & Müller discuss the role of future teachers’ beliefs on the nature of mathematics; Stevenson uses cultural historical activity theory to work out cognitive schemas that can be targeted in vocational teacher education; Gruber tackles the problem of how vocational teachers can be supported to become experts by discussing especially four major possible research strategies.
The second part of this book is dedicated to possible intervention approaches by which the gap of theory and practice shall be bridged. Steiner & Steiner report on critical learning incidents which heavily influence the micro-processes which characterize teachers’ instructional measures; Winther differentiates the trait and state perspective of motivation with regard to their consequences for the learning process; Boekaerts focuses on aspects of collaborative learning; Weber sharpens her deliberations explicitly to a design experiment on the problem of initiating intercultural learning.
The third part of this book is a report of the use and the consequences of Oser’s model of teaching standards. Baer, Dörr, Fraefel, Kocher, Kiester, Larcher, Müller, Sempert & Wyss show results of a large study on the development of teacher competences run in Switzerland and Germany. The study observes the competence development of prospective teachers from the beginning of their teaching training up to the job entry phase. This book is published under the auspices of the Swiss Federal Office for Professional Education and Technology.

Edited by Stephen Billett, Christian Harteis and Anelli Eteläpelto

There is a growing interest in understanding learning in and through work and its relationship to what is required to be learnt for effective and productive working lives. This book offers a range of emergent perspectives based on current research on learning through and for work. The common focus among these perspectives is to understand how individuals engage in and learn through their work. This includes how they learn about, manage and respond to change in their work and develop approaches and responses to learning in, through and for their working lives. The key contribution of this book is to provide insights to support learning throughout working life in order to sustain individuals’ capacities for effective, productive and enduring working lives.
Comprising 15 chapters the book offers perspectives from Finland, Germany, New Zealand and Australia and across a range of occupations and places of work. Individually and collectively these chapters make important contributions to learning about the self and agency at work and about learning work tasks.
The origins of this text were a desire to bring together the work of a group of recently completed and current doctoral candidates at Jyväskylä, Regensburg and Griffith universities. This goal has been achieved here as supported by collegiate activities among the editors, contributors and their colleagues.


Edited by Deborah Tidwell and Linda Fitzgerald

Self-study and Diversity is a book about self-study of teaching and teacher education with equity and access as focal issues of practice. Chapters in this book have a shared orientation to diversity grounded in the acknowledgement that educators have a responsibility to address equity and access issues inherent in teaching. To that end, individual chapters address such areas of diversity as race, ethnicity, gender, disability, and power, as well as broader areas of social justice, multiculturalism, and ways of knowing. Even though the focus in a chapter may be on one particular dimension of diversity, the dilemmas and responses of a teacher educator, elicited through self-study, can apply well beyond that immediate context. This broadens the appeal of the book beyond the self-study community and beyond specific issues of diversity, to people interested in teaching in general and in the process of improving practice. An additional strength of this book is the inclusion in each chapter of information regarding the use of particular strategies, both for self-study and for teaching for diversity. A separate index of these suggested research and teaching practices will direct the reader to specific chapters.