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:

Philosophy in Research on Teacher Education: An Onto-ethical Turn

Philosophy in Research on Teacher Education: An Onto-ethical Turn

Jerry Rosiek Tristan Gleason

What is less commonly recognized is that [Dewey's] conception of philosophy required him to think of action itself as instrumental, as a means of ontological change. From this perspective … Dewey's pragmatism is seen to be a radical form of realism – transactional realism in which instrumentalism plays a subordinate role … and thinking entails active involvement with independent reality, an involvement that is causally efficacious. Even reflection is a means of conducting transformational transactions with the world, a means of changing or reconstructing the world. (Ralph Sleeper, 2001, p. 3)

… the ‘knower’ does not stand in a relation of absolute externality to the natural ...

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