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This book examines the current state of the field of mathematics pre-service teacher education through the theme of borders. Borders are ubiquitous; they can be used to define, classify, organize, make sense of, and/or group. There are many ways that the concept of a border illuminates the field of mathematics pre-service teacher education. Consequently, there are a multitude of responses to these borders: researchers and practitioners question, challenge, cross, blur, and erase them. Chapters include the following topics: explorations of mathematics across topics (e.g., geometry, algebra, probability) and with other disciplines (e.g., science, the arts, social sciences); challenging gender, cultural, and racial borders; exploring the structure and curriculum of teacher education programs; spaces inhabited by teacher education programs (e.g., university, community); and international collaborations and programs to promote cross-cultural sharing and learning. The book targets a readership of researchers and graduate students in integrated education studies, teacher education, practitioners of mathematics education, curriculum developers, and educational administrators and policy makers.

Mathematics teachers --- Training of. --- Mathematics --- Teacher training --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- Teaching. --- Mathematics Education. --- Learning & Instruction. --- Teaching and Teacher Education. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Learning process --- Comprehension

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This book discusses current issues in literacy teacher education and illuminates the complexity of supporting self-efficacious educators to teach language and literacy in the twenty-first century classroom. In three sections, chapter authors first detail how teacher education programs can be revamped to include content and methods to inspire self-efficacy in pre-service teachers, then reimagine how teacher candidates can be set up for success toward obtaining this. The final section encourages readers to ruminate on the interplay among teacher candidates as they transition into practice and work to have both self- and collective- efficacy.

Literacy. --- Illiteracy --- Education --- General education --- Teaching. --- Educational psychology. --- Education—Psychology. --- Applied linguistics. --- Teaching and Teacher Education. --- Educational Psychology. --- Applied Linguistics. --- Linguistics --- Psychology --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training

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Written by leading experts in the field of TESOL, this book explores the literature on various topic areas and demonstrates how teachers can increase their levels of professionalism by acquiring some general and field-specific strategies. Being a teaching professional is not simply about having the right teaching qualifications and good academic standing, it involves a commitment to being innovative and transformative in the classroom and helping both students and colleagues achieve their goals. A dictionary definition of professionalism reads as follows: professionalism is the conduct, aims, or qualities that characterize or mark a profession or a professional person; and it defines a profession as a calling requiring specialized knowledge and often long and intensive academic preparation (Merriam-Webster, 2013). However, according to Bowman (2013), professionalism is less a matter of what professionals actually do and more a matter of who they are as human beings. Both of these views imply that professionalism encompasses a number of different attributes, and, together, these attributes identify and define a professional. The book is primarily intended for teachers at all levels and in all contexts who are interested in improving their professionalism and developing strategies that can take them to higher levels in the field of TESOL/ELT.

Teaching. --- Language and education. --- Applied linguistics. --- Teaching and Teacher Education. --- Language Education. --- Applied Linguistics. --- Linguistics --- Educational linguistics --- Education --- Language and languages --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training

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The field of political science has not given sufficient attention to pedagogy. This book outlines why this is a problem and promotes a more reflective and self-critical form of political science pedagogy. To this end, the author examines innovative work on radical pedagogy such as critical race theory and feminist theory as well as more traditional perspectives on political science pedagogy. Bridging the divide between this research and scholarship on both teaching and learning opens the prospect of a critical, radical and utopian form of political science pedagogy. With chapters on Socrates, Frantz Fanon, Paulo Freire, Leo Strauss, Sheldon S. Wolin, e-learning, and a prison field trip, this book outlines a new path for political science pedagogy.

Political theory. --- Education --- Teaching and Teacher Education. --- Political Theory. --- Philosophy of Education. --- Philosophy. --- Administration --- Civil government --- Commonwealth, The --- Government --- Political theory --- Political thought --- Politics --- Science, Political --- Social sciences --- State, The --- Teaching. --- Philosophy and social sciences. --- Social sciences and philosophy --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Teachers --- Political science. --- Teacher education --- Teacher training --- Teachers, Training of --- Training of.

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This open access book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, consists of 17 chapters, in which educators from the Netherlands reflect on the teaching and learning of mathematics in their country and the role of the Dutch domain-specific instruction theory of Realistic Mathematics Education. Written by mathematics teachers, mathematics teacher educators, school advisors, and developers and researchers in the field of instructional material, textbooks, and examinations, the book offers a multitude of perspectives on important issues in Dutch mathematics education, both at primary and secondary school levels. Topics addressed include the theoretical underpinnings of the Dutch approach, the subject of mathematics in the Dutch educational system, teacher education and testing, the history of mathematics education and the use of history in teaching of mathematics, changes over time in subject matter domains and in the use of technology, and the process of innovation and how the Dutch and in particular one Dutch institute have worked on the reform. .

Examinations & assessment --- Teacher training --- Teaching skills & techniques --- Teaching of a specific subject --- Mathematics—Study and teaching . --- Learning. --- Instruction. --- Teaching. --- Assessment. --- Mathematics Education. --- Learning & Instruction. --- Teaching and Teacher Education. --- Assessment, Testing and Evaluation. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Learning process --- Comprehension