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
Learning Teacher Identity in Teacher Education
The interest in teacher identity and the development of this identity has much of its origin in research on teachers’ practical knowledge in the late 1980s. When exploring teachers’ practical knowledge through the use of narrative research methods and techniques, it became clear that the teachers who participated in research not only explicated knowledge they used in their practice but that this knowledge was also very personal. In their knowledge of their work as teachers, they also expressed the kind of teacher they were (e.g., Clandinin & Connelly, 1987; Connelly & Clandinin, 1988). Since then, the interest in teacher identity has grown rapidly. Meanwhile several review studies have been published about this topic such as those – in ...