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 43: The Curriculum of Early Childhood and Lower Primary Teacher Education: A Five-Nation Research Perspective
The Curriculum of Early Childhood and Lower Primary Teacher Education: A Five-Nation Research Perspective
The content of teacher education, usefully thought of as ‘bodies of experience’ (Schwab, 1973: 504), generally includes studies of select academic disciplines and tool subjects, such as reading, instructional methods, foundational studies including educational psychology and child development, among other courses, and practica of various kinds. What these studies entail, how they are understood, and the role they play in teacher education vary based on differing national economic and political aspirations and resource availability.
As historical creations, any discussion of the curriculum of teacher education must begin with an examination of context: the curriculum of teacher ...