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 67: Pushing Boundaries for Research on Teacher Education: Making Teacher Education Matter

Pushing Boundaries for Research on Teacher Education: Making Teacher Education Matter

Jukka Husu D. Jean Clandinin

In this last chapter, we stop and look backward to our original intentions for the Handbook, to the many chapters that were written, reviewed, and rewritten, and draw forward thoughts pointed toward the future. We turn again to our opening thoughts, particularly to Boyer's (1990) words that shaped initial work on conceptualizing the Handbook: that is, that a scholarship of integration involves ‘doing research at the boundaries where fields converge’ and discerning ‘larger intellectual patterns’ (p. 19). We also revisit the ways we saw the possibility of a scholarship of disruption emerging from a close study of the enduring issues in ...

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