This book unravels the 'new reality' of national educational reforms, exploring optimal strategic directions for education and training. Offering a particular emphasis on EU-wide political guidelines, it encompasses lifelong learning across all levels, and it showcases the pivotal role of modern skills in education for reducing poverty, promoting…

"Teaching Gradually" is a guide for anyone new to teaching and learning in higher education. Written "for" graduate student instructors, "by" graduate students with substantive teaching experience, this resource is among the first of its kind to speak to graduate students as comrades-in-arms with voices from alongside…

Originally published as a special issue of Educational Studies, this volume demonstrates the ways in which sound considerations can significantly contribute to educational foundations. Regardless of their origin or interpretation, sounds are theoretically and practically foundational to educational experiences. As the means through which…

"Learning to Teach in a New Era" prepares preservice teachers to embrace the opportunities and meet the challenges of teaching in the twenty-first century. Closely aligned with the Australian Professional Standards for Teachers (APST) and the Australian Curriculum, this book is an invaluable resource for early childhood, primary and…

Learning to teach is a complex intellectual and adaptive performance act. Student engagement is the cornerstone of effective instruction. Current education reform policies, such as Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) and Teacher Effectiveness…

Community engagement has been used for many years to enhance and strengthen teacher education courses, preparing student teachers with real life learning experiences as they work with community groups in mutually beneficial projects. This research examines a community engagement project that involved 13 undergraduate creative arts students who…

In this paper I discuss why pedagogy knowledge and skills may be appropriate for kinesiology students who are not in teacher education programs. After briefly reviewing the changes that have occurred in undergraduate kinesiology and physical education programs, a case is made that students with a degree in kinesiology should have some knowledge of…

The purpose of this study was to compare and contrast Professional Development School (PDS) and non-Professional Development School intern/student teachers' views at the end of their student teaching experiences in terms of their (a) perceptions of the knowledge and skills they perceived the Teacher Education Program (TEP) at the University of…