Summary
Contents
Subject index
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
Learning Professional Competencies in Teacher Education and throughout the Career
Teachers’ competencies have been suggested as key prerequisites for the professional work of teaching and the challenges teachers face since their early years in teacher education and throughout their career. Theoretically professional competencies are integrative and complex constructions including cognitive structures and professional skills (Westera, 2001; Korthagen, 2004; Blömeke, Gustaffson, & Shavelson, 2015). They are teachers’ individual characteristics, which are significantly and continuously shaped in interaction with the surrounding contexts where they are enacted (Pantic & Wubbels, 2012; Shavelson, 2013). As educational policy concepts, teachers’ professional competencies can carry heavy ideological meanings depending on the ways and purposes in which they are discussed and used. This section explores research on teachers’ competencies and their ...
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