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 11: Identity Making at the Intersections of Teacher and Subject Matter Expertise
Identity Making at the Intersections of Teacher and Subject Matter Expertise
Revisiting research on teacher education through the lens of subject matter knowledge and teacher identity reveals diverse tensions at the intersection of self and context. In the 1980s, categories of content knowledge and the degree to which they were attained frequently differentiated descriptions of teachers’ professional identities; however, over time, more complex and differing methodologies for collecting and analyzing data allowed researchers to look more comprehensively at the intersections of context, knowledge, learning to teach and emergent teaching identities. Foreshadowing expansive views of teacher identity, Grossman and Stodolsky (1994) noted that institutional contexts – school, department and higher education – play significant roles in framing teachers’ professional identities. ...