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 45: Understanding the Development of Teachers’ Professional Competencies as Personally, Situationally and Socially Determined
Understanding the Development of Teachers’ Professional Competencies as Personally, Situationally and Socially Determined
Research on teacher education, teachers’ professional development and the necessary prerequisites has become a prolific and productive field growing with enormous speed. Large-scale assessments such as the Teacher Education and Development Study in Mathematics (TEDS-M) (Tatto et al., 2012) have triggered a series of national and international follow-up studies examining the competencies necessary to teach different subjects at different school levels. Substantial progress has therefore been made in understanding that teacher competencies are personal traits (i.e. individual dispositions relatively stable across different classroom situations) but that they also include situational facets (Jenßen et al., 2015). Furthermore, they play out in social ...