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 58: Defining Teacher Educators: International Perspectives and Contexts
Defining Teacher Educators: International Perspectives and Contexts
This chapter takes the view that teacher educators are central to the field of teacher education. They are present as expert guides throughout the teacher life cycle: they design, implement and evaluate pre-service teacher education programmes and are sometimes similarly involved in providing professional learning opportunities for serving teachers; their pedagogies aim to model and exemplify the best of professional practice for both schools and higher education (Loughran, 2006); the commitments they make to ‘the public good’ and particularly their missions to serve education are often noted. Furthermore, meta-analyses of teacher education research in the USA (Cochran-Smith & Zeichner, 2005) and the UK (Menter, Hulme, Murray, Campbell, Hextall, Jones, Mahony, Procter, & ...