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:

A Quest for Teacher Educator Work

Robert Kleinsasser

The field of teacher education has been contentious since its inception, as actors within the field and outside of it argue about what we should be teaching and why. (Kennedy, 2015, p. 1)

Teacher educators are actors within the field of teacher education. What type of work do teacher educators engage in as they daily promote teaching and learning? How do teacher educators find their work in a contentious field such as teacher education? What is the work of teacher educators? This quest explores teacher educators’ work in social, cultural, and institutional experiences considering roles and relationships within various settings and contexts (Clandinin & Rosiek, 2007). It further considers diverse voices (e.g. Elbaz, 1991) ...

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