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

Strengthening Sociocultural Ways of Learning Moral Reasoning and Behavior in Teacher Education

Robert Thornberg

Contemporary constructive theories on moral development and education, with their roots in the cognitive-developmental psychological work of Piaget (1932) and Kohlberg (1969), assume that children's moral development takes place through active reciprocal bi-directional relationships with adults and other children in their everyday lives, and emphasize the individual child's construction of moral knowledge (see Killen & Smetana, 2015; Turiel, 2015). However, critiques of the cognitive-developmental tradition of moral development and education may be raised. For example, these theories assume, and take for granted, a deontological perspective on morality (Campbell & Christopher, 1996). This leaves out other possible normative ethical perspectives such as virtue ethics, consequentialism, social contract theory, ...

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