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The Evidence-based Reasoning model is a systematic inquiry into student learning to determine what interventions are required in classroom contexts. The four step process includes noticing students who need additional support in their learning, the use of assessment data to establish an evidence-base, and subsequent interpretation that leads to decision making. The reasoning process is supported by collaborative practice models both within and beyond the teaching profession. The evaluation of interventions is integral in determining the impact that interventions have on student learning.

The importance of between‐desk instruction during inquiry‐based learning to deepen learning is well recognised in some curriculum areas but remains under‐researched in geography. Inquiry‐based learning incorporates the use of generative questions and inquiry methods to support student‐driven investigations. This paper reports on a study of teacher–student interactions during geography inquiry‐based learning. A cross‐case fine‐grained analysis of two teachers' video‐recorded lessons in a classroom laboratory using a kikan‐shido coding framework showed that "guiding" was the dominant between‐desk function used. The teachers differed in whether guiding was mainly used for task completion or to deepen student understanding. Semi‐structured interviews revealed that the characteristics and sequence of these guiding actions were influenced by teachers' beliefs. Those beliefs mediated how teachers guided students during the inquiry, debunking a dichotomous view of inquiry‐based learning as either teacher or student directed. We conclude that inquiry‐based learning is a necessary and complex interplay of teacher‐directed and student‐directed activities and that more research on the elements contributing to the kikan‐shido functions performed by teachers could help better identify and strengthen teacher practice for inquiry‐based learning. [ABSTRACT FROM AUTHOR]

This research examines the consequences of a mandatory assessment for pre-service teachers in Australia that is completed during their final teaching placement. The Teaching Performance Assessment (TPA) is an analysis of practice that incorporates video of teaching episodes, observation feedback, and analysis of pupils’ work samples. Semi-structured focus groups and surveys were conducted with pre-service teachers and teacher educators to investigate how the assessment item contributes to developing professional understanding and professional practice. Data were analysed using inductive coding that was thematically categorised. The study established that the process of completing the TPA contributed to expanding pre-service teachers’ understanding and comprehension of the ways their teaching can improve pupil learning. These results lead to several insights about how a high-stakes assessment task such as the Teacher Performance Assessment can promote the educational growth of pre-service teachers but also brings risks of redirecting the purpose of the placement from its ambition to focus on compliance tactics. [ABSTRACT FROM AUTHOR]

Preparing pre-service teachers to lead is the collective and ongoing responsibility of initial teacher education providers, departments of education and school systems. Conceptualisations of leadership are extended beyond senior positions in schools to include expertise in functional roles, teaching teams and collective capacity for driving change and improvement at the school level. This paper explores teacher quality as a driver of world-class education systems and a critical influence upon future economic prosperity in an increasingly globalised world. Outlining the background to recent reviews into initial teacher education, agendas for reform and policy mandates from Australian national and state governments, there is a specific focus on preparing teachers to lead through the introduction of specialised pathways in key learning areas for pre-service primary teachers. This is exemplified through discussion of two case studies detailing primary specialisations embedded into the Master of Teaching (Primary) programme at the Melbourne Graduate School of Education, University of Melbourne. [ABSTRACT FROM AUTHOR]

The text is a review of a book titled "Children, education and geography: Rethinking intersections." The book explores the role of geography education in understanding the world and the connections between space, place, systems, and institutions. It is divided into three sections that cover various topics related to geography education, including international global mobility, the geography of education spaces, social justice, children's geographies, and progressive geographies in education. The book provides a comprehensive overview of these subjects and is recommended for educators and researchers in the field of geography. [Extracted from the article]