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:

Chapter 19: Teacher Beliefs and the Moral Work of Teaching in Teacher Education

Teacher Beliefs and the Moral Work of Teaching in Teacher Education

Matthew N. Sanger


In this chapter I review the literature on the nature and significance of teacher knowledge and beliefs, and their role in teacher education. Having laid that foundation, I then examine the literature on teacher beliefs in preparing teachers for, and supporting them in, the moral work of teaching (henceforth ‘MWT'; Sanger & Osguthorpe, 2011). I close with a look toward future needs and opportunities to advance research on MWT in the context of teacher education through working with teacher beliefs. Throughout, I will address research that includes teachers and/or preservice teacher education students (i.e. candidates), but I take the main points to generally apply to both ...

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