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
Teachers’ Professional and Pedagogical Competencies: A Complex Divide between Teacher Work, Teacher Knowledge and Teacher Education
Teachers’ Professional and Pedagogical Competencies: A Complex Divide between Teacher Work, Teacher Knowledge and Teacher Education
Introduction
Teacher competencies and their learning during teacher education and in the profession has long puzzled researchers working on teacher education (Korthagen, 2004; Struyven & De Meyst, 2010; Whitty & Willmott, 1991), teachers (Pantic & Wubbels, 2010, 2012) and also educational policy-makers. As Caena (2014) points out, various ‘[R]esearch-informed views on the teacher competence concept strive to find common ground beyond different cultural traditions, defining key knowledge, skills and attitudes that can be required of teachers, the role of professional standards, and basic characteristics of teacher expertise'. In the context of teacher education, this discussion takes place in the curricula of teacher education programmes, ...
- Loading...
