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:

Evolution of Research on Teachers’ Planning: Implications for Teacher Education

Elaine Munthe Paul F. Conway

The capacity to plan cannot be learned ‘from unguided classroom experience’ (Darling-Hammond, Banks, Zumwalt, Gomez, Sherin, Griesdorn, & Finn, 2005, p. 176), and Initial Teacher Education (ITE) programs tend to emphasize the provision of multiple opportunities for students to observe, plan, and practice diverse pedagogical approaches in diverse settings. However, planning can be regarded in technical terms, as a way to ensure effective classroom performance, but it can also be regarded as a means for professional learning and for curriculum development (Kelly, 2009), and thus both as a core competence itself and as a means for the development of other essential teaching ...

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