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 VII: Learning the Contents of Teaching in Teacher Education
Section VII's chapters focus on the learning of subject matter content in teacher education. The history of teacher education and the emergence of faculties of education/colleges of education in many places in the world trace back to courses originally offered by subject-specific departments on university/college campuses (i.e. Art, English, History, Mathematics, Physical Education, and so forth). Specialization in different content areas continues to occur in international teacher education programs either through concurrent or consecutive models of teacher education (Craig, 2016). Regardless of the way teacher education programs are structured/delivered, content areas have a vital role to play in teacher education.
In addition to content binding Section VII together and the logic determining its order, the particular compilation ...