The SAGE Handbook of Research on Teacher Education

The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies.

Table of Contents:
01 Mapping an international handbook of research in and for teacher education - Jean Clandinin & Jukka Husu SECTION I Mapping the landscape of teacher education 02 Philosophy in research on teacher education: An onto-ethical turn - Jerry Rosiek & Tristan Gleason 03 Teacher education: A historical overview - Wendy Robinson 04 The quest for quality and the rise of accountability systems in teacher education - Maria Teresa Tatto & Jerry Pippin 05 Teacher education programs: A systems view - Rose Dolan 06 The continuum of pre-service and in-service teacher education - Clare Kosnik & Clive Beck 07 What we know we don’t know about teacher education - Gavin Brown SECTION II Learning teacher identity in teacher education 08 Connecting teacher identity formation to patterns in teacher learning - Jan Vermunt, Maria Vrikki, Paul Warwick & Neil Mercer 09 Developing teacher identity through situated cognition approaches to teacher education - Sue Cherrington 10 Developing the personal and professional in making a teacher identity - Douwe Beijaard & Paulien Meijer 11 Identity making at the intersections of teacher and subject matter expertise - Francine Peterman 12 Teacher Education as a creative space for the making of teacher identity - Beverly E. Cross 13 Developing an activist teacher identity through teacher education - Celia Oyler, Jenna Morvay & Florence Sullivan Section III Learning teacher agency in teacher education 14 Shaping agency through theorizing and practicing teaching in teacher education - Effie Maclellan 15 The dialectic of person and practice: How cultural-historical accounts of agency can inform teacher education - Anne Edwards 16 The impact of social theories on agency in teacher education - Ryan Flessner & Katherina Payne 17 Narrative theories and methods in learning, developing, and sustaining teacher agency - Janice Huber & Ji-Sook Yeom 18 Unsettling habitual ways of teacher education through ‘post-theories’ of teacher agency - Lisa Loutzenheiser & Kal Heer SECTION IV Learning moral and ethical responsibilities of teaching in teacher education 19 Teacher beliefs and the moral work of teaching in teacher education - Matthew Sanger 20 Developing teachers’ capacity for moral reasoning and imagination in teacher education - Alison Cook-Sather & Kira Baker-Doyle 21 Disrupting oppressive views and practices through critical teacher education: turning to post-structuralist ethics - Mark Boylan 22 Developing teachers cognitive strategies of promoting moral reasoning and behavior in teacher education - Luciano Gasser & Wolfgang Althof 23 Strengthening socio-cultural ways of learning moral reasoning and behavior in teacher education - Robert Thornberg 24 The moral work of teaching: A virtue-ethics approach to teacher education - Sandra Cooke SECTION V: Learning to negotiate social, political, and cultural responsibilities of teaching in teacher education 25 Micropolitics in the education of teachers: Power, negotiation, and professional development - Geert Kelchtermans & Eline Vanassche 26 Teachers learning about themselves through learning about ′others′ - Mary Louise Gomez & Amy Johnson Lachuk 27 A decolonial alternative to critical approaches to multicultural and intercultural teacher education - Michael Vavrus 28 Recruitment and retention of traditionally underrepresented students in teacher education - Roland Mitchell, Sara C. Wooten, Kerii Landry-Thomas and Chaunda A. Mitchell SECTION VI Learning Through Pedagogies in Teacher Education 29 Developmental learning approaches to teaching: Stages of epistemological thinking and professional expertise - Juan Jose Mena Marcos, Paul Hennissen & John Loughran 30 A foundation for effective teacher education: Teacher education pedagogy based on situated learning - Fred Korthagen 31 Constructivist learning theories in teacher education programmes: A pedagogical perspective - Gary Harfitt & Cheri Chan 32 Developing pre-service teachers′ pedagogical content knowledge - Jan van Driel & Amanda Berry 33 Learning and teaching with technology: Technological pedagogy and teacher practice - Doron Zinger, Tamara Tate & Mark Warschauer 34 Teacher education pedagogies based on critical approaches: Learning to challenge and change prevailing educational practices - Viv Ellis & Meg Maguire 35 Culturally relevant teacher education pedagogical approaches - Joanne Reid & Jae Major SECTION VII Learning the contents of teaching in teacher education 36 Teacher education in English as an additional language, English as a foreign language and the English language arts - Xu Quan, Yi Li & Simmee Chung 37 Teacher education in social studies and civic education - Wing On Lee & Maria Manzon 38 The political shaping of teacher education in the STEM areas - Tony Brown 39 Research for Physical Education Teacher Education - Lee Schaefer, Shaun Murphy & Lisa Hunter 40 The creative arts and teacher education - Robyn Ewing 41 Teacher education in religious education - Andrew Wright & Elina Wright 42 Teacher education in technical vocational education and training - Bonnie Watt-Malcolm 43 The curriculum of early childhood and lower primary teacher education: A five-nation research perspective - Bob Bullough & Kendra Hall-Kenyon 44 Teacher education in inclusive education - Kirsi Tirri & Sonja Laine SECTION VIII Learning professional competencies in teacher education and throughout the career 45 Understanding the development of teachers’ professional competencies as personally, situationally and socially determined - Sigrid Blömeke & Gabriele Kaiser 46 Teacher’s professional and pedagogical competencies: A complex divide between teacher’s work, teacher knowledge and teacher education - Auli Toom 47 Developing teachers’ competences with the focus on adaptive expertise in teaching - Jan van Tartwijk, Rozanne Zwart & Theo Wubbels 48 Evolution of research on teachers’ planning: implications for teacher education - Elaine Munthe & Paul Conway 49 Developing teacher competences from a situated cognition perspective - Sue Catherine O’Neill 50 Critical approaches in making new space for teacher competencies - Monica Miller Marsh & Dan Castner SECTION IX Learning with and from assessments in teacher education 51 Filtering functions of assessment for selection into initial teacher education programs - Robert Klassen, Tracy Durksen, Fiona Patterson & Emma Rowett 52 Summative assessment in teacher education - Jeanne Maree Allen 53 Formative assessment in teacher education - Susan Brookhart 54 Teacher assessment from pre-service through in-service teaching - Mistilina Sato & Sara Kemper 55 Functions of assessment in socio-cultural teacher education approaches - Bronwen Cowie & Beverley Cooper 56 Functions of learning-centred/person-centred approaches to assessment in teacher education - Surette van Staden & Brigitte Smit 57 Functions of assessment in social justice teacher education approaches - Valerie Farnsworth SECTION X The education and learning of teacher educators 58 Defining teacher educators: international perspectives and contexts - Jean Murray 59 A quest for teacher educator work - Robert Kleinsasser 60 Professional learning and development of teacher educators - Linor Hadar & David Brody 61 The promise of the particular in research with teacher educators - Stefinee Pinnegar & Mary Lynn Hamilton 62 Adapting to the virtual campus and transitions in ‘school-less’ teacher education - Craig Deed 63 Multiple voices and participants in teacher education - Katherina Payne & Ken Zeichner 64 The role of policy as a shaping influence on teacher education and teacher educators: Neoliberalism and its forms - Beatrice Avalos & Paula Razquin 65 Globalization and teacher education - Lynn Paine, Aydarova & Iwan Syahril 66 Research in indigenizing teacher education - Florence Glanfield & Brooke Madden SECTION XII: A reflective turn 67 Pushing boundaries for research in teacher education: Making teacher education matter - Jean Clandinin & Jukka Husu

About the Author :
D. Jean Clandinin, PhD, is a professor and founding director of the Centre for Research for Teacher Education and Development at the University of Alberta. She is the author of many books and articles about teacher knowledge, narrative inquiry, and curriculum studies. Her recent studies are narrative inquiries into the experiences of youth who leave school early, early career teacher attrition, the experiences of youth and families of Aboriginal heritage, and the experiences of the professional learning of school administrators.

Review :
For the further development of teacher education, the editors have tapped the wisdom of a core group of scholars from different parts of the world for this impressive two-volume collection on the state of the art of a complex and contentious field of study. The themes of the Handbook are thoughtfully framed under the concept of learning – learning to become and learning to embrace responsibilities of being a teacher. Its contents illuminate the enduring puzzles in teacher education with cutting-edge knowledge unearthed from research. With foresight to guide future inquiry, the Handbook will be a key reference for specialists in teacher education and teacher studies, and is highly recommended to all those who are interested in educational inquiry. As the quality of teaching becomes ever more significant in debates around the world about educational improvement, there has never been a time when the need for high quality research in, on and about teacher education has been more important.  A collection such as this plays a critical part in providing the academic and professional communities with key insights into current developments in the field and in helping to plan for the future. The contemporary impassioned debates about teacher preparation will be well served by this ambitious handbook.  The chapters cover the increasingly robust research literatures on the content and character of teacher preparation, including what is taught, how evolving competence is assessed, the signature pedagogies of teacher education, and the nature of the diverse set of people who enter the profession.  The book also summarizes research on teacher educators themselves: what they know and do, the challenges they face, and their own professional learning over time.  These more micro analyses are set alongside literatures that deal with the intellectual, political, cultural, economic, and social forces in which teacher preparation is embedded.  Forward looking and global in its outlook, this handbook is the definitive resource for understanding the past, present, and future of scholarship on teacher preparation.  This volume could not be more timely and necessary, given the continued fixation of the world on quality teachers, teaching, and teacher education. Undoubtedly quality teachers matter in the learning and development of pupils, and figuring out how to identify and recruit such teachers, prepare them, and sustain them has become an imperative for most nations as each seeks to advance socially and economically. But addressing these imperatives requires a deep understanding of the teacher education profession, especially the complex nature of teachers’ work that demands so much more than the simple delivery of content. This Handbook unpacks the complexity of teaching and learning to teach by carefully identifying and examining in depth the many critical aspects of teacher education. As a collection, the Handbook speaks from an international perspective, deliberately crossing national boundaries to facilitate a free flow of diverse ideas, innovative possibilities, and authentic stories of practice. The authors use research to first explain and explore what is, and then to (re)imagine what could and should be if we are, as a global community, to grow the thoughtful teachers whom we seek to nurture and instruct the thoughtful citizens we need. Every scholar of teacher education and any person invested in good schools and teaching, will find this Handbook to be a rich and invaluable resource. The policy and practice of teacher education has become a hotly contested space both nationally and internationally. Different countries have specific challenges as they try to accommodate and respond to changing local political economies, but they all respond to circulating global education discourses that embrace certain education ideologies. This Handbook provides a sophisticated engagement with these challenges and an insight into how research might better enable us to understand and influence such challenges. Collectively the chapters in the Handbook provide and important ‘go to’ resource for all those involved with and interested in the field of teacher education. From teacher identity to social and political context. From pedagogies, content and assessment to competencies and reflexivity -and so much more. At last teacher educators and students have access to a comprehensive, up-to-date and readable overview of teacher education research. This Handbook is set to be an invaluable resource as a go-to text for everyone involved in education.   Teacher policy and particularly initial teacher education have become hot topics in contemporary international educational reform movement. Teacher education is perhaps the most diverse sector within education and therefore understanding policies and practices related to it around the world has become an imperative in any serious effort to enhance education system performance. This Handbook of Research on Teacher Education is an up-close to multiple aspects of teacher education in different countries and cultures. I recommend this volume as a reference for researchers, policy-makers, and students who want to establish better, research-based understanding of this fundamental element of today’s education systems and how to make them better.