Introduction Part I: The turning point 1. Setting the scene Part II: The nature of teacher expertise 2. Teacher expertise and centrality of the student 3. The work and expertise of the teacher: The six key questions 4. The deep knowledge base of teaching 5. The essence of the teaching profession: Evaluative thinking Part III: Implications for the profession 6. Evaluative thinking in the professions 7. Teacher education for a clinical profession 8. A revolution in teaching in schooling 9. Conclusions
Field Rickards was Dean of Melbourne Graduate School of Education for 13 years, and in that time led a revolution of its teacher education program, which moved from the traditional model to one based on clinical practice and evaluative thinking. He was also a member of the Australian Government task force in 2015 (Classroom Ready) that has led to major transformations in teacher education across Australia. John Hattie is Laureate Professor at MGSE and has a background in measurement and research design. He wrote a series of books based on the Visible Learning (R) research that have now sold over a million copies and he is chair of the Australian Institute for Teaching and School Leadership, which has the major responsibility for implementing the Classroom Ready recommendations. Catherine Reid has a long career as a teacher and teacher educator. For more than a decade, she designed and implemented programs in language and literacy education, university-school partnerships, and clinical teaching at the Melbourne Graduate School of Education.
"There is a plethora of research evidence here that provides great food for thought and could prove useful for a school or trust wishing to change things from the ground up, rather than tinkering around the edges." - Terry Freedman, Schools Week