Keep up with your professional learning


Where can teacher educators find concise, critical, well-researched material on current and key aspects of professional learning written just for them?
Critical Guides for Teacher Educators
Series editor: Ian Menter

These scholarly, accessible books provide critical insights into key aspects of contemporary teacher education for all of those involved in teacher education and professional practice, whether based in schools, colleges or universities.

Order the latest titles in the series


Ability-grouping in Primary Schools
Case Studies & Critical Debates
Rachel Marks

ISBN 9781910391242    Feb 2016  80pp    £20

The use of ability-grouping is currently increasing in primary schools. Teachers and teacher educators are placed in the unenviable position of having to marry research evidence suggesting that ability-grouping is ineffectual with current policy advocating this approach.

​This book links theory, policy and practice in a critical examination of ability-grouping practices and their implications in primary schools, with particular reference to primary mathematics. It provides an accessible text for teacher educators to support their students in engaging with the key debates and reflecting upon their practice. Key changes in structural approaches, such as the movement between streaming, setting or mixed-ability teaching arrangements, are explored in the light of political trends, bringing this up to date with a discussion of current policy and practice.


Teacher Status and Professional Learning -The Place Model
Linda Clarke

ISBN 9781910391464    Feb 2016   80pp   £20

The concepts of status and professionalism are key issues in teaching and teacher education across the United Kingdom and internationally.  While there is increasing recognition that high quality teachers are crucial, this coexists with a persistent culture of blaming and shaming them. Student teachers will live out their careers within this maelstrom so need to be encouraged to consider the place of their profession both locally and globally, and teacher educators can support them to make a realistic yet ambitious analysis.

​This book answers a fundamental need for teachers to position themselves in their professional world. It uses an innovative Place Model to explore the professional learning of teachers, examining place in terms of both hierarchical status and as a cumulative journey of professional learning within ever expanding horizons.


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