Becoming Somebody in Teacher Education explores the realities of contemporary teacher education in Kenya. Based on a long-term ethnographic fieldwork, it views the teacher training institution as a space to grow, become and be shaped as teachers in complex moral worlds. Drawing on a rich conceptual and theoretical vocabulary, the book shows how students in these teacher education institutions constantly negotiate and confront the complex constructions of ethnicity, gender and class, as well as moral, religious and academic issues and a lack of resources encountered in the different institutional cultures. It outlines a complex array of concerns affecting student teachers that shape what professional becoming means in a stratified and diverse culture. This story of the process of growing up and becoming a professional teacher in an African setting will appeal to researchers, academics and students in the fields of teacher education, organizational studies, international education and development, social anthropology and ethnography.

Sharing the stories of educators working in a diverse range of international contexts, Being a Teacher uses personal narratives to explore effective teaching and learning in global settings. Demonstrating how personal values influence pedagogical practice, and asking how practice can be improved, authors reflect on their experiences not just as teachers, but also as learners, to offer essential guidance for all prospective educational professionals. The book focuses on teacher narratives as a vehicle for consideration of teacher professionalism, and as a way of understanding issues which are important to teachers in different contexts. By sharing and analysing these narratives, the book discusses the increasing complexity of teaching as a profession, and considers the commonality within the narratives. Each chapter includes graphic representations of analysis and encourages its reader to reflect critically on central questions, thereby constructing their own narrative. Being a Teacher provides an in-depth and engaging insight into the education system at a global level, making it an essential read for anyone embarking on a teaching career within the international education market.

An illuminating guide to a career as a teacher written by acclaimed journalist Melinda D. Anderson and based on the real-life experiences of a master teacher—essential reading for anyone considering a path to this profession that changes lives. Go behind the scenes and be mentored by the best in the business to find out what it’s really like, and what it really takes, to become a teacher. Educators are the bedrock of a healthy society, and the exceptional ones have a lasting impact. The best teachers surpass mere instruction to cultivate and empower students beyond school. In LaQuisha Hall’s classroom, students are “scholars,” young ladies are “queens,” and young men are “kings.” The Baltimore high school English teacher’s pioneering approach to literacy has earned her teacher of the year accolades, and has established her as a visionary mentor to the young black men and women of Baltimore. Acclaimed education writer Melinda D. Anderson shadows Mrs. Hall to reveal how this rewarding profession changes lives. Learn about Hall’s path to prominence, from the challenging realities of her rookie year to her place of excellence in the classroom. Learn from Hall’s inspiring approach and confront the critical issues of race, identity, and equity in education. Here is how the job is performed at the highest level.

Bringing together contributions from internationally known teacher educators, this title focuses on enacting educational and pedagogical values in personal practice and developing the interpersonal relationships that are so essential to quality teaching and learning.

Education activist William Ayers invites new and prospective teachers to consider the deepest dimensions of a life in teaching. Should I become a teacher? How can I get to know my students? What commitments come with me into the classroom? How do I develop my unique teaching signature? In his new book, about Becoming A Teacher, Ayers muses on 10 such questions (and a little more) to shape and structure an indispensable guide that features hands-on advice and concrete examples of classroom practice, including curriculum-making, building relationships with students and parents, fostering an effective learning environment, and teaching toward freedom. This brilliant and concise text offers a conception of teaching as both practical art and essentially ethical practice. “In your hands is the gift to help and empower students, which is the greatest gift you could ever give as a teacher.” —Kevin Powell, author, The Education of Kevin Powell: A Boy’s Journey into Manhood “Chock-full of entertaining anecdotes, great teaching and learning moments, and hard questions that help inform the highly consequential decision to become a teacher.” —Angela Valenzuela, University of Texas at Austin “I’m excited to add a new guide to my ‘must-read’ list for teachers-to-be. This is a delight of a little book.” —Eve L. Ewing, University of Chicago “Wow, do I wish I could have read this book, not only when I was just starting to teach, but every year since.” —Kevin Kumashiro, consultant

BECOMING A MIDDLE OR HIGH SCHOOL TEACHER IN TEXAS helps students master the competencies that will be tested on the new Pedagogy and Professsional Responsibilities (PPR) Texas Examination of Educator Standards (TExES), but it is more than just a test preparation guide: it provides a comprehensive introduction to the core topics that every Texas middle school and high school teacher must be familiar with, including adolescent development, how to meet the needs of a culturally-diverse population, planning, learning theory, technology, classroom management and assessment.

This book examines the history, recent developments, and direction of travel of Russian teacher education. It draws on scholarly expertise and professional experience in Russia and locates the policies and practices that are discussed within the context of the continuing global reform of teacher education. Providing a rich description of the trajectory of teacher education in Russia, the book analyses the processes of change between the history, current practice, and future directions for Russian teacher education. The chapters consider the relationship between research, policy, and practice and examine the respective influences of the former USSR, of processes of wider reform in the Russian Federation since 'glasnost' and 'perestroika', and of globalisation within education. What emerges from the book is that the Russian case is a prime example of 'vernacular globalisation' in teacher education. Many important insights into processes of education reform and some of the major themes in teacher education are discussed, thus providing new perspectives that are likely to be of interest to scholars and researchers of comparative education and teacher education, as well as policymakers.

This book focuses on the professional development of teacher educators, forming a definitive and expert resource for all those interested in this area of professional learning. It offers an in-depth overview of existing international research and professional development initiatives in the area of teacher educators’ learning. The book highlights relevant research on the topic, identifies the lessons learnt from recent initiatives, and indicates ways forward for teacher educators’ professional learning internationally. It provides a unique combination of six years of pan-European collaborative work, resulting in a book with clear relevance and appeal to both academics and practitioners internationally. The book conceptualizes teacher educators’ professional development, in order to deepen understanding of how and why learning occurs and conducts empirical research into the professional development needs of teacher educators internationally using quantitative and qualitative methods in order to redress gaps in existing research. This book will be of great interest to academics, researchers and post-graduate students in the fields of teacher education and professional development and learning.

Teaching is an essential skill in becoming a faculty member in any institution of higher education. Yet how is that skill actually acquired by graduate students? Teaching as if Learning Matters collects first-person narratives from graduate students and new PhDs that explore how the skills required to teach at a college level are developed. It examines the key issues that graduate students face as they learn to teach effectively when in fact they are still learning and being taught. Featuring contributions from over thirty graduate students from a variety of disciplines at Indiana University, Teaching as if Learning Matters allows these students to explore this topic from their own unique perspectives. They reflect on the importance of teaching to them personally and professionally, telling of both successes and struggles as they learn and embrace teaching for the first time in higher education.

This book is a series of original strategies that teacher educators, teacher candidates and practicing teachers can use to think critically about issues of equity, diversity, opportunity, and social justice in urban education. As the demographic of students in America is quickly becoming a “majority minority” we need teachers more than ever who can teach to diverse student populations, can utilize culturally relevant pedagogy, and have critically reflected on their own biases and stereotypes. We also need to empower teachers who are committed to social justice to navigate through school systems that are rife with structural inequities. This book will help ensure that teacher candidates are getting this preparation and able to continue to reflect on these issues in their practice. The book is designed as a “textbook” or more accurately “workbook” with original strategies and critical reflection and discussion questions included in each chapter. The strategies can be done sequentially or in any order. In addition, they will be able to read counternarratives from their peers, which should encourage them to persist in the profession even when things get rough