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:

Teacher Education Programmes: A Systems View

Rose Dolan


According to the Organisation for Economic Co-operation and Development (OECD) (2005), there will be a significant increase in the number of new teachers entering the profession between 2010 and 2015 in comparison to the numbers that entered the profession between 1985 and 2005. A report on teacher education programmes in Ireland (Department of Education and Skills, 2012), linking the prioritisation of national policy on teacher education with the emergence of high-performing education systems, also indicated that such systems have a number of common features. Teachers are educated in academic universities that combine both theory and practice, teacher education is research-based and, because the career is an attractive one, admission to teacher education is ...

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