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 I: Mapping the Landscape of Teacher Education

Mapping the Landscape of Teacher Education

Teaching is an ancient activity. As long as there has been some skill or knowledge that needed to be passed on to the next generation, someone knowledgeable was needed to assist with that learning. The role of being a teacher predates the concept of formal education, the construction of school buildings, and modern conceits such as discrete courses of study, textbooks, and standardized assessments. Institutions designed to support the teaching of larger groups of students are more recent developments (Gutek, 1995). Formal education of teachers is newer still.

The first forms of teacher education were preparation in the skills and subject matter that needed to be taught. Once someone thoroughly learned the material, they were considered prepared to take ...

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