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:

Research for Physical Education Teacher Education

Research for Physical Education Teacher Education

Lee Schaefer lisahunter Shaun Murphy

I am forever on the way. (Maxine Greene, 1995, p. 1)

Physical education teacher education (PETE) research, like teacher education in general, is a conflicted area of study imbued with tensions. The conflict often stems from differing beliefs about purpose and knowledge that are driven by contradictory epistemological and ontological frames. Those holding dominant and traditional knowledge important may frame this confliction as negative, or as confusing the spectrum of study. However, taking a generative approach, in this chapter we show that the uncertainty around PETE research demonstrates a response to changing contexts, as well as shifting knowledge landscapes, epistemologies, and ontologies.

We attempted to ...

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