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:

Unsettling Habitual Ways of Teacher Education through ‘Post-Theories’ of Teacher Agency

Unsettling Habitual Ways of Teacher Education through ‘Post-Theories’ of Teacher Agency

Lisa Loutzenheiser Kal Heer


Educators, including teacher educators and teacher candidates, have myriad demands placed upon them as their careers are often defined through measurements of student achievement and success. The contexts of schooling are burdened by ‘commonsense’ beliefs that understand schooling as the meritocratic, fair, colorblind road to advancement. This is particularly true in the current climate of standards, accountability and high stakes testing. It is not surprising, then, that most mainstream teacher education programs are laden with anxiety and fear, juxtaposed with the hope of success and desire to make a difference (Britzman, 2007).

The goal of this chapter is a heady one: to articulate the ...

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