Becoming a Teacher: Issues in Secondary Education

Becoming a Teacher provides a broad context for understanding education, addressing issues such as the influence of international policy and practice, education ideology and social justice.  This is balanced with practical advice for the classroom on topics such as assessment for learning, learning technologies, literacy, numeracy and English as an additional language. Becoming a Teacher draws extensively on contemporary research and empirical evidence to support critical reflection about learning and teaching.  Encouraging you to reflect on your knowledge and beliefs, it explores some of the complex social and cultural influences that influence professional learning and practice. The approach chimes with the government’s recognition that trainee teachers should take a research-informed approach towards classroom practice.
The fifth edition is refreshed and revitalized throughout, with:• a complete revision of each chapter
• new chapters on 'Reforming ITE', 'Teachers Lives and Careers', 'International Influences', 'Engagement and Motivation', ‘Learning and the Emotions', 'Data Usage in Schools', 'Safeguarding' and 'Learning with Digital Technologies'
• up-to-date referencing of research findings
• insightful policy analysis
• critical commentary on issuesFor those training to teach in secondary school on a Postgraduate Certificate in Education (PGCE) or a School Direct programme, or taking an undergraduate or postgraduate Education Studies course, Becoming a Teacher provides invaluable support, insight and guidance.
“With every new edition this book confirms its place as one of the most commanding, authoritative and influential texts in teacher education”.
Meg Maguire's leadership of this new editorial team means that this book remains my umbilical cord to those pivotal principals that I cherish in education: integrity, passion, critical engagement and transformation.” 
Gerry Czerniawski, Professor of Education, University of East London, UK“An excellent contribution to the Teacher Education and development literature”.
“Many of the authors are leading thinkers in their field and as such the book offers a significant breadth, depth and coherence to the teacher development discourse.”
Professor David Spendlove, School of Environment, Education and Development, The University of Manchester, UK