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
Chapter 41: Teacher Education in Religious Education
Teacher Education in Religious Education
There is little research in the field of teacher education in Religious Education (RE). The existing literature tends to address generic non-subject-specific issues, rather than attend to the complex and contested nature of the subject, and to focus on the attitudes, knowledge, skills and competences student teachers bring with them to the learning process, rather than on their actual learning of how to deal with a specific, contested subject content in a way that helps students understand it better in relation to the educational aims. This chapter seeks to address the balance, by reporting the theoretical basis and ongoing delivery of a programme of Initial Teacher Education (ITE) in ...