Induction - the first year of a teacher's career - is a crucial, and potentially difficult, period. This title is based on a comprehensive nationwide research project into the implementation and effectiveness of contemporary statutory regulations covering induction in England.

Interprofessional collaborations to prevent the social exclusion of children and young people call for new professional skills and understandings. This book draws on an examination of these ways of working to make clear what these new skills and understandings are and how they can be developed.

Aims to develop a way of understanding educational improvement which focuses on the formation and transformation of the practices through which students learn. This book generates insight into various practices of teaching and learning. It is useful for researchers, policymakers and practitioners for implementing change for the better.

Based on empirical research, including interviews with new teachers, by teachers themselves, this book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.