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:

Adapting to the Virtual Campus and Transitions in ‘School-less’ Teacher Education

Adapting to the Virtual Campus and Transitions in ‘School-less’ Teacher Education

Craig Deed

Technology and Workplace Fragmentation

This chapter presents a review and analysis of literature on digital technology trends that are likely to impact on teacher educators’ work and identity. Teacher educators include academics, practitioners and teachers, working in a diversity of workplace environments including higher education, schools and other community and cultural institutions (Murray & Kosnik, 2011). Contemporary teacher educators work at the intersection of innovation and convention, and multiple professional narratives are emerging from new contexts that differ from historical, cultural and institutional accounts of practice (Zilber, Tuval-Mashiach, & Lieblich, 2008).

A framing metaphor of ‘school-lessness’ is used to explain challenges to the routine and authority of the teacher educator. ...

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