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
Learning Moral and Ethical Responsibilities of Teaching in Teacher Education
This section presents six lenses for thinking about the moral and ethical dimensions of teacher education. Sanger's chapter (Chapter 19) helpfully frames the entire section by focusing on the need to determine what educators believe about the ‘moral work of teaching’ and then to create educational conditions that will ‘allow', or enable, teachers and students to ‘meaningfully realize which beliefs are worth adopting, and which need modification or rejection'. Sanger concludes that teaching is generally believed to be a ‘morally significant endeavor’ but there is a ‘lack of clarity’ about the entire domain. More specifically, teachers ‘typically do not develop a sophisticated professional knowledge base, skills, or vocabulary related to the [moral work of ...