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:

The Promise of the Particular in Research with Teacher Educators

Stefinee Pinnegar Mary Lynn Hamilton

… you will find parts of the truth (along with much error) everywhere and the whole truth nowhere. The deepest mistake, he supposed, is to think that your little shard of mirror can reflect the whole. (Appiah, 2006, p. 6)

Where did we Begin and how did we Get Here?

We entered the academy at the height of what was labeled the process-product research movement (e.g. Brophy & Good, 1986). As researchers began studying teachers and teaching more carefully, they came to understand that how teachers thought about their teaching was not only interesting (e.g. Berliner, 1986; Clark & Peterson, 1986; Lampert, 1984; Leinhardt ...

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