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
Part IX: Learning with and from Assessments in Teacher Education
Section IX is organized around the theme of learning with and from assessments in teacher education. It describes assessment practices through several theoretical lenses, approaches to teaching pre- and in-service teachers about assessment theory and practice, and how teachers are assessed. The authors discuss how teacher candidates, practicing teachers, and teacher educators are each positioned sometimes as learners about assessment and sometimes as subjects of assessment. This section recognizes that assessment processes make visible what is valued by the local education stakeholders, regardless of whether we have research-based evidence about what is being assessed and how.
In Chapter 51, Klassen, Durksen, Patterson, and Rowett write about the filtering functions of assessment for selection into initial teacher ...