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 VI: Learning through Pedagogies in Teacher Education
If we accept that teaching is a complex activity, teaching about teaching is, in that sense, doubly complex! (Prestage and Perks, 2003: 1)
In the last decades, research in teacher education has advanced towards empirically based foundations to understand how learning to teach should be better accomplished. Pedagogies of teacher education have emerged to organize knowledge, skills and experiences in order to understand practice and to take up challenges in teaching and teacher education. These pedagogies are ways to respond to the complexities of teaching resulting from singular contexts and unpredictable courses of action.
The purpose of this section is to present an overview of the research into the approaches, theories and assumptions that underpin teacher education pedagogies and their ...