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:

Teacher Education as a Creative Space for the Making of Teacher Identity

Teacher Education as a Creative Space for the Making of Teacher Identity

Beverly E. Cross


As recently as this year, the vast array of teacher education knowledge has been classified into the two large, established categories of ‘process-product’ knowledge and ‘teachers’ thinking and decision making’ (Darling-Hammond, 2016). These categories represent the traditions in which teacher education has operated and been understood practically and scholarly. Recently, however, teacher educators have also given additional attention to teaching contexts as increasingly important in addition to these two large categories. As teacher educators face the new challenges of preparing teachers with contextual knowledge, they find themselves in a significant paradox: on one hand it is increasingly essential to focus on the individual teacher and ...

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