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
Part V: Learning to Negotiate Political, Social, and Cultural Responsibilities of Teaching in Teacher Education
This book is being written at a pivotal moment in global affairs in which the political, social, and cultural responsibilities of teaching present never before seen challenges. The rapid pace of technological advancement paired with an expanding human population and the increasing malleability of formerly static national and geographic boundaries have caused our world and the very language that we use to conceptualize it to radically shift. Historicizing this moment draws attention to the fact that this Handbook and its resulting inquiry into teaching exists at the transition from the ‘International', a term coined by philosopher Jeremey Bentham in 1789 in his Introduction to the Principles of Morals and Legislation, to ...