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 49: Developing Teacher Competence from a Situated Cognition Perspective
Developing Teacher Competence from a Situated Cognition Perspective
How teachers learn to teach and how they become competent and effective professionals have been the focus of ongoing educational research endeavors and debate (Hammerness, Darling-Hammond, & Bransford, 2005; Sultana, 2009). Pedagogical competence, for the purpose of this chapter, is defined as the ability to strategically use resources and instructional methods to effectively and efficiently teach the curriculum to students: knowing what and how to teach, plus enacting it. What it means to be competent at the end of an initial teacher education program also differs from what it means to be highly accomplished, as does the training available to and sought by teachers at different career stages (Richter, ...