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. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc
Chapter 7: What We Know We Don't Know about Teacher Education
What We Know We Don't Know about Teacher Education
Currents of globalisation and universalism underpin the table of contents in this Handbook – it is after all an international collection. However, it seems that this Handbook is focused, not unnaturally, on the issues and concerns related to preparing teachers for and within multicultural, individualistic, democratic, and highly developed economies and societies. Phrases from the draft table of contents made me wonder where in this international Handbook of teacher education was there explicit attention to teacher education issues in other regions of the world (e.g., China, India, Muslim-majority countries, Africa, and South America) where teaching and teacher education function in quite different contexts and possibly have different characteristics. ...