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

A Foundation for Effective Teacher Education: Teacher Education Pedagogy Based on Situated Learning

Fred A.J. Korthagen

Introduction

The aim of this chapter is to offer a theoretical basis for the pedagogy of teacher education by building a framework describing (student) teacher learning. This seems important, as before the turn of the century the area of teacher learning had been almost overlooked by educational researchers (Beijaard, Korthagen, & Verloop, 2007). Although many studies showed that the outcomes of teacher learning were generally disappointing, the process of (student) teacher learning was seldom studied in depth. Still the question of how (student) teachers learn may be fundamental to the development of effective approaches in teacher education.

In this chapter, two seemingly opposite perspectives will be ...

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