Preliminary Material / Joanna Higgins , Ro Parsons and Linda Bonne -- Improving Inservice Teacher Education Practice / Ro Parsons and Joanna Higgins -- Organisation and Design of Analytical Tools to Identify Effective Teacher Educator Practice / Delia Baskerville -- The Measure of Success / Trevor McDonald and Christina Thornley -- Building Collaborative Professional Learning Within an Organisation / Alyson McGee -- An Environment of Collegial Reflective Dialogue for Inservice Teacher Educators / Margaret Lamont -- Mentoring Reflective Practice in Inservice Teacher Education / Ronnie Davey , Vince Ham , Mel Stopford , Susan Callender and Jocelyn MacKay -- Individualised Professional Learning / Christina Thornley and Trevor McDonald -- Tikanga Māori Kei Te Ao Whakaako / Hiria McRae and Marama Taiwhati -- Te Poutama / Leeanna Herewini and Sarah-Jane Tiakiwai -- Designing Evaluation in Messy Interventions / Meenakshi Sankar -- Generating New Knowledge Through a System-Level Network / Joanna Higgins and Ro Parsons -- Glossary of Māori Terms / Joanna Higgins , Ro Parsons and Linda Bonne -- About the Contributors / Joanna Higgins , Ro Parsons and Linda Bonne.

This book presents inservice teacher educators’ accounts of systematic inquiry into their practice in a variety of contexts throughout New Zealand. The importance of purposeful networks of practice at all levels of a system in supporting education change and improvement is a theme across the chapters. The contributors describe the challenges and successes associated with working in professional learning and development in ways that aim to improve outcomes for teacher educators, teachers and students. Their accounts illuminate the importance of a research and development approach that enables the generation and application of new knowledge and, more importantly, enables all contributors to be learners. Each of the authors describes their role in investigating the effectiveness of inservice teacher educator practice, as part of the overall project that endeavoured to improve practice for the future. Included are processes created for M?ori (indigenous) settings where cultural metaphors were used to frame investigations of practice. The book makes an important contribution to our knowledge base about effective inservice teacher educator practice and its influence on classroom practice.

Description based on print version record.