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:

Multiple Voices and Participants in Teacher Education

Multiple Voices and Participants in Teacher Education

Katherina Payne Ken Zeichner

This chapter explores issues related to whose knowledge counts in teacher education; specifically, we examine new ways to structure the preparation of teachers that draw on the expertise of multiple stakeholders. Although university knowledge currently dominates the preparation of teachers globally, teacher education's space within the university is increasingly being challenged by the public writ large, governmental policies, and private educational entrepreneurs (Moon, 2016a). Following an examination of the current state of affairs in teacher education across varied international contexts, we argue for an epistemological shift in preparing teachers toward greater inclusivity of school, i.e. P-12-educator, and community knowledge alongside university knowledge. Within this argument, we consider ...

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