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 8: Connecting Teacher Identity Formation to Patterns in Teacher Learning
Connecting Teacher Identity Formation to Patterns in Teacher Learning
Many recent educational innovations all over the world aim to foster active, self-regulated and collaborative ways of learning, since research suggests that these ways of learning are most beneficial in terms of both the quality of learning and the preparation for lifelong learning (e.g. Baeten, Dochy & Struyven, 2013). Examples of teaching-learning models or pedagogies with this aim include problem-based learning, project-centred learning, competency-based teaching, and concern-based teaching and learning. Increasing students’ self-regulation assumes a gradual decrease in teacher regulation of student learning, which is often contradictory to teachers’ common practices and beliefs ...