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 15: The Dialectic of Person and Practice: How Cultural-Historical Accounts of Agency Can Inform Teacher Education

The Dialectic of Person and Practice: How Cultural-Historical Accounts of Agency Can Inform Teacher Education

Anne Edwards

What is Agency?

The question of teacher agency gets straight to the misconceptions, which have made teacher education so frequently a contested area (Cochran-Smith, 2008; Zeichner, Payne & Brayko, 2015). I shall argue that if agency is understood in terms of the part it plays in student teachers’ learning, we might clear up some of the misconceptions that inhibit the development of the teacher education needed for the twenty-first century. The argument will centre on the learning dialectic between person and practice or culture, where individual and collective shape each other and where the professional knowledge and values embedded in practices are important. The discussion ...

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