Re-imagining Teaching Improvement: From Early Childhood to University

This research-based book focuses on re-imagining how to improve pedagogical and environmental approaches to teaching and teacher education, across the early childhood to higher education sectors. It motivates educators, academics and researchers to stimulate thinking around the use of research to transform professional teaching and teacher education in imaginative ways. It showcases insights into the design and implementation of successful approaches to teaching improvement at the direct level of practice. This book provides a clear ‘how to’ approach that identifies the general principles by which teaching improvement can be planned, monitored and evaluated, as well as guidelines for contextualising these principles within specific educational levels and situations.

Table of Contents:
Chapter 1: Introduction to Re-Imagining Teaching Improvement.- Developing an Association-wide professional learning network for secondary mathematics teachers: A narrative of a three-year research project.- Re-imagining pedagogical approaches to support student engagement in secondary schools.- Collaboration For Primary Teaching Improvement: The Relational Aspects of Close Co-Teaching.- Adaptive Solutions for Teaching Improvement in Complex K-6 Situations.- Get on the cycle of engagement with mathematics: Re-imagining a model and a three-step process for primary/secondary teachers.- Education as a consilient problem: Initial Teacher Education (ITE) and the Left-Right Spectrum (LRS) in times of disruption.- A Big Little Window (BLW) for teacher training: A frame for teaching and thinking through disruption.- A Vision for High Quality Early Childhood Education and Care.Refining mentor teachers’ feedback towards improving preservice teachers’ practice.- Using academic skills to improve teaching.                                                                                    

About the Author :

Associate Professor Tony Yeigh is the deputy director for the TeachLab research group, a research collaborative focused on teaching improvement in the Faculty of Education located at Southern Cross University, Australia. He is the author of numerous publications in the area of teacher education and teaching improvement, specialising in technology-focused pedagogies including, but not limited to, blended learning, use of information and communications technology (ICT), and online learning. His research has helped form the basis of a rethink on teaching, teacher training, school leadership and the role and skills required to effect whole school teaching improvement, particularly via the use of technology. Tony's background and Ph.D. are in educational psychology, having been a clinical psychologist, special education consultant and teacher during his early career.

Professor David Lynch is the research director for TeachLab, a research entity focused on teaching improvement and Professor of Education in the School of Education located at the Gold Coast Campus. He is the author of 22 books and 100+ articles on teacher education and teaching improvement: specialising in Whole of School Teaching Improvement. His research interests form the basis of a rethink on teaching, teacher education and the role and skills required of school leaders to effect whole school teaching improvement. David's background is in primary education, having been a teacher and senior state school principal in early professional life. His academic career includes positions as professor of education, head of campus, sub-dean and head of the school of education at a number of universities.

Associate Professor Wendy Boyd makes a significant contribution to early childhood teacher education, being recognised internationally, and nationally, for her service and research as evidenced by her publication record; invitations to sit on advisory panels, present at international conferences; and collaborate with world leaders. Her research approach is grounded in achieving quality education delivered by effective teachers and demonstrated across quality publications, income, policy change, research impact/engagement, and HDR supervision and completions. Wendy has a deep understanding of quality education, having led innovative induction and professional learning programs, to effectively support the ongoing improvement in education and the wellbeing of staff.