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The research presented here builds on an original pilot project which reported on the introduction of PGCE (Postgraduate Certificate in Education) Masters level programmes in England. A major finding of the pilot project was that Masters was by no means embedded as a positive perception in the minds of student teachers or indeed teacher educators and one of the recommendations was to "continue the M level debate'. This research concentrates on the continuing perceptions of a range of teacher educators from across the UK, sharing their experiences and working together to make sense of the challenges and opportunities faced in the quest to make teaching a Masters profession. Findings suggest that it remains difficult for teacher educators to propose a definition of "Masters' which satisfies them on a personal or political level. There are hints of a "jargon' of "Mastersness' - expedience rather than conviction, assumption linked with confusion – and a lack of certainty over whether teaching should be a Masters level profession at all. This has led to the main finding of this research which is that the debate on teaching as a Masters profession needs to continue.

A field of academic-disciplinary study is defined by the problems and subjects it deals with, the main theories regarded as reliable and scientific, and the methodologies used. In political science, compared politics is one of the areas with the most significant methodological (how to draw a comparison) and substantial (what to compare) developments. This article introduces a consideration on compared politics in Colombia, searching for answers to the following questions: has the Colombian academy incorporated compared politics to teaching and research? And, if so, in which way? The article focuses on the explicitly comparative approaches placing teaching and academic production as elements of reflection. An analysis of curricula regarding courses with comparative denominations is undertaken. From the generation of knowledge based on the compared methodology, articles published in magazines specialized in Colombian political matters are analyzed. On the basis of these considerations, a balance and assessment of teaching and specialized works is accomplished. ; Un campo de estudio académico-disciplinar está definido por los problemas y temas que trabaja, las principales teorías consideradas como confiables y científicas y las metodologías utilizadas en el mismo. Dentro de la ciencia política, la política comparada constituye una de las áreas con desarrollos más significativos tanto en lo metodológico (¿cómo comparar?), como en lo sustantivo (¿qué comparar?). El artículo presenta una reflexión sobre el conocimiento desarrollado en torno de la política comparada en Colombia buscando responder a las preguntas: ¿ha incorporado la académica colombiana la política comparada a la docencia y a la investigación? y, si es así ¿de qué manera ha sido incorporada? Se centra en las aproximaciones explícitamente comparativas y tendrá como elementos de reflexión la enseñanza y la producción académica. De la enseñanza se aborda un análisis de los currículos con respecto a cursos con denominaciones de comparación. De la producción de conocimiento basado en la metodología comparada se analizan los artículos publicados en revistas especializadas en lo político en Colombia. A partir de estas reflexiones se realiza un balance y una evaluación de la enseñanza y de los trabajos especializados realizados.

A field of academic-disciplinary study is defined by the problems and subjects it deals with, the main theories regarded as reliable and scientific, and the methodologies used. In political science, compared politics is one of the areas with the most significant methodological (how to draw a comparison) and substantial (what to compare) developments. This article introduces a consideration on compared politics in Colombia, searching for answers to the following questions: has the Colombian academy incorporated compared politics to teaching and research? And, if so, in which way? The article focuses on the explicitly comparative approaches placing teaching and academic production as elements of reflection. An analysis of curricula regarding courses with comparative denominations is undertaken. From the generation of knowledge based on the compared methodology, articles published in magazines specialized in Colombian political matters are analyzed. On the basis of these considerations, a balance and assessment of teaching and specialized works is accomplished. ; Un campo de estudio académico-disciplinar está definido por los problemas y temas que trabaja, las principales teorías consideradas como confiables y científicas y las metodologías utilizadas en el mismo. Dentro de la ciencia política, la política comparada constituye una de las áreas con desarrollos más significativos tanto en lo metodológico (¿cómo comparar?), como en lo sustantivo (¿qué comparar?). El artículo presenta una reflexión sobre el conocimiento desarrollado en torno de la política comparada en Colombia buscando responder a las preguntas: ¿ha incorporado la académica colombiana la política comparada a la docencia y a la investigación? y, si es así ¿de qué manera ha sido incorporada? Se centra en las aproximaciones explícitamente comparativas y tendrá como elementos de reflexión la enseñanza y la producción académica. De la enseñanza se aborda un análisis de los currículos con respecto a cursos con denominaciones de comparación. De la producción de conocimiento basado en la metodología comparada se analizan los artículos publicados en revistas especializadas en lo político en Colombia. A partir de estas reflexiones se realiza un balance y una evaluación de la enseñanza y de los trabajos especializados realizados.

It is now almost 40 years since Skemp's (1976) seminal division of understanding into 'instrumental' and 'relational' categories, yet the current political direction of mathematics education in the UK is decidedly towards the traditional teaching of 'standard algorithms' (DfE, 2013). In this research paper, I draw on a lively staffroom discussion about different approaches to the teaching of quadratic equations, in which one method used was derided as 'a trick'. From this, I discuss reasons why certain mathematical processes are often regarded as inherently and irretrievably 'procedural'. Informed by recent theoretical interpretations of procedural and conceptual learning in mathematics, which increasingly stress their intertwining and iterative relationship(Star, 2005; Baroody, Feil and Johnson, 2007; Star, 2007; Kieran, 2013), I make a case that stigmatising particular methods and censoring their use may deny students valuable opportunities to make sense of mathematics. I argue instead that encouraging students to take a critical stance regarding the details and the value of the procedures that they encounter can cultivate in them a deeper awareness of mathematical connections and a more empowered sense of ownership over their mathematics.

Many of us learned to cite sources to avoid plagiarism or to give credit. Yet there are many more generative reasons to teach and learn citation. This essay offers a teacher's perspective and a student's perspective on our personal journeys toward viewing and practicing citation as a way of joyfully generating community with others. We describe our individual struggles, how anti-oppressive, anti-racist, and critical feminist scholars have shaped our thinking, and what we do within the classroom to practice a joyful, generative way of citing. We offer suggestions for how to hold ourselves and students accountable to more inclusive and community-oriented ways of citing by infusing reflective practice throughout the semester in college writing-intensive courses.

Intro -- Contents -- List of Contributors -- List of Figures -- List of Tables -- Chapter 1 Introduction -- Researchers Answer the Call -- Structure of the Sections -- Overview of the Chapters -- References -- Part I Knowledge and Measuring of Literacy Teachers' Self-Efficacy -- Chapter 2 Self-Efficacy Practices That Impact Effective Reading Instruction for Young Learners -- Contextual Awareness -- Introduction -- Components of Effective Reading Instruction -- How Should Teacher Educators Teach Reading? -- The Role of Self-Efficacy in Teacher Education -- What Is Self-Efficacy? -- Developing Self-Efficacious Teachers of Literacy -- Redefining Fieldwork Experiences -- Implications for Practice -- Coursework in Emergent Literacy and Fieldwork -- Coursework in Informational Text and Fieldwork -- Preparing for Diverse Classrooms -- Opportunities for Teacher Educators -- Concluding Thoughts -- References -- Chapter 3 Do Teacher Candidates in English-Speaking Countries Understand the Structure of the English Language? -- United States' Reading Initiatives -- England's Reading Initiatives -- New Zealand's Reading Initiatives -- Canada's Reading Initiatives -- Comparison of the Initiatives -- Teacher Candidate Knowledge -- Participants -- Survey of Basic Language Constructs -- Results -- Discussion -- References -- Chapter 4 Exploration of American General and Special Education Teacher Candidates' Self-Efficacy to Teach Reading and Reading-Related Constructs -- Role of Teacher Self-Efficacy in Teaching Reading -- The Present Study -- Participants -- Data Source -- Data Analysis -- Results: Perceptions About Reading-Related Constructs -- Results: Self-Efficacy Beliefs About Reading Instruction -- Results: Certification Focus and Area on Perceived Teaching Ability and Self-Efficacy Beliefs.

No issue is more hotly contested in the culture wars than the proper place of religion in public life. On the one side are those who insist that religion is a purely private matter with no place in government. In contrast are those who hold that government should adhere to religious principles and that certain religiously grounded imperatives are so necessary to the human condition that they should be binding on everyone. Prominent among the latter forces is the Christian right.

This article aims to discuss my reflexive account as a social work educator in England, a black, female, of migrant parents, applying a relationship based approach to my teaching. A challenging aspect of my role is to create a safe learning environment and to build professional relationships with the students. This has been contested by the diverse student group (dis)connected by historical colonisation, current globalisation and identities navigating different countries and cultures. With the growth of globalisation and internationalism, the phenomenon of cohorts of students from countries connected by historical colonisation yet separated by language, culture and identity, is likely to be experienced by educators from a range of disciplines in multiple countries. I intend to capture how migration and our embodied experiences of learning and teaching can manifest in the classroom, the implications of this and how educators manage the challenges this can present between themselves and the students.