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 X: The Education and Learning of Teacher Educators

The Education and Learning of Teacher Educators

Attention to the preparation and learning of teacher educators is a fairly recent topic in the conversation surrounding research on teacher education. Yet, just as teachers often assert they taught themselves to teach, most teacher educators would argue that they taught themselves to be teacher educators (Arizona Group, 1995). Thus a focus on the preparation and learning of teacher educators is a recent, but important, addition to the research conversation surrounding teacher education. The purpose of this section is an examination of how teacher educators are prepared and what contributes to their learning. Each of the chapters provides important insights into this phenomenon. The section begins with a chapter by Jean Murray that defines who teacher educators ...

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