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

The Quest for Quality and the Rise of Accountability Systems in Teacher Education1

Maria Teresa Tatto James Pippin

Calls to demonstrate the quality of teacher education appear to be on the rise across a number of nations. Scholars attribute this phenomenon to various global and local forces, such as the globalization of international standards, and the increased marketization of education. These forces, affecting higher education institutions more generally, engender competition among institutions within and across countries as they try to maintain key positions in the national and international community (Chong & Ho, 2009; Hou, 2011; Kim, 2000). In most countries higher education institutions are expected to be accountable to the public in order to maintain the value ...

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