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 25: Micropolitics in the Education of Teachers: Power, Negotiation, and Professional Development

Micropolitics in the Education of Teachers: Power, Negotiation, and Professional Development

Geert Kelchtermans Eline Vanassche


Although teaching and education aim at achieving relevant learning outcomes and personal development in students, their purpose cannot be reduced to an instrumental issue of efficiently linking means to ends. Since education concerns human beings, it requires value-laden choices, ethical judgement, personal commitment, and care on the part of the teachers or educators. It is about doing justice to the educational needs of the children and young people who have been confined to their care and for whom they feel responsible. Yet, people will continue to differ in their answer to the question of what is in the best educational interest of the ...

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