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:

Functions of Assessment in Social Justice Teacher Education Approaches

Functions of Assessment in Social Justice Teacher Education Approaches

Valerie Farnsworth


Social justice in education is conceived of in this chapter as encompassing the policies, practices and social relations that are based on principles of social justice and equity. The ‘social’ in ‘social justice’ means we turn our attention in particular to social structures and ideologies that structure social relations and hierarchies (van Dijk, 1998), typically organised in Western societies by race, class, gender, sexuality, ability and religion shaped by ideologies such as racism, sexism, heterosexism and adultism (Griffin, Hardiman & Jackson, 2007). Given that inequalities in societies based on these social categories are longstanding and pervasive (Wilkinson & Pickett, 2010), creating, developing and realising social justice in education tends to ...

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