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:

Teachers Learning about Themselves through Learning about ‘Others'

Mary Louise Gomez Amy Johnson Lachuk

… the social theorist's task is to situate a practice within a broader causal and moral context than those engaged in the practice ordinarily aren't aware of. (Haslanger, 2012, p. 20)

What do Haslanger's words mean for teacher educators who are concerned with enacting social justice?1 On one hand, Haslanger encourages teacher educators to consider how they can make more transparent and clearer the moral and social contexts and consequences of their practices. On the other hand, Haslanger calls teacher educators to action in encouraging prospective and practicing teachers to examine critically the personal and institutional structures that ground their daily interactions with ...

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