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:

Learning Teacher Agency in Teacher Education

Learning Teacher Agency in Teacher Education

In their daily work, teachers constantly carry out agency through intentional action and commitment to such action (Kelchtermans, 2005). This almost taken for granted assumption embeds an extremely complex construct: ‘teacher agency'. Indeed, teacher agency has become central to our understanding of how teachers assume individual and shared responsibility, generate new ideas, coordinate and test them with each other, implement them in their classrooms and engage in social activism through collaborative efforts to improve schools and schooling (Brydon-Miller & Maguire, 2009). Adopting different conceptual lenses, the chapters in this section represent prominent lines of thought in this area. Each paper unpacks and illustrates a distinctive dimension of teacher agency in teacher education, while critically reflecting on the challenges, ...

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