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:

Teacher Education in Inclusive Education

Teacher Education in Inclusive Education

Kirsi Tirri Sonja Laine


In recent decades, educational systems all around the world have changed radically, and classrooms have become more diverse than ever. In the course of this change, demands on schools and on teachers have become increasingly complex (Saloviita, 2015), and teachers are expected to meet the varied needs of diverse learners (VanTassel-Baska & Stambaugh, 2005; Dixon, Yssel, McConnell, & Hardin, 2014). Pressures on teacher education have therefore increased, since teachers of the future need to be educated to overcome and cope with these challenges. In this chapter, our emphasis is on teacher education and how student diversity is challenging teacher-student relationships.

We begin by describing the context of inclusive education. We ...

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