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

Teacher Education in Technical Vocational Education and Training

Bonnie Watt

Introduction

Technical vocational education and training (TVET) is layered, complex, and highly contextualized to its particular region and country. Organized around Schwab's (1973) four commonplaces of subject matter, teacher, learner, and milieu, this chapter extends the examination of international research on vocationally oriented teacher education. The first section documents the TVET field's milieus, the historical influences and current happenings that underpin enduring tensions. From these influences and tensions, anticipated international TVET directions are introduced.

Building on previous contributions (c.f. Grollmann, 2008; Rauner & Maclean, 2008; Maclean & Wilson, 2009; International Labour Organization, 2010; Smith & Grace, 2011; Unwin, 2014; Axmann, Rhoades, & Nordstrum, 2015; United Nations Educational, Scientific and Cultural Organization, 2016), the ...

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