Chapter
Chapter 1: Mapping an International Handbook of Research in and for Teacher Education
SECTION I. Mapping the Landscape of Teacher Education
Chapter 2: Philosophy in Research on Teacher Education: An Onto-ethical Turn
Chapter 3: Teacher Education: A Historical Overview
Chapter 4: The Quest for Quality and the Rise of Accountability Systems in Teacher Education
Chapter 5: Teacher Education Programmes: A Systems View
Chapter 6: The Continuum of Pre-service and In-service Teacher Education
Chapter 7: What We Know We Don’t Know about Teacher Education
SECTION II. Learning Teacher Identity in Teacher Education
Chapter 8: Connecting Teacher Identity Formation to Patterns in Teacher Learning
Chapter 9: Developing Teacher Identity through Situated Cognition Approaches to Teacher Education
Chapter 10: Developing the Personal and Professional in Making a Teacher Identity
Chapter 11: Identity Making at the Intersections of Teacher and Subject Matter Expertise
Chapter 12: Teacher Education as a Creative Space for the Making of Teacher Identity
Chapter 13: Developing an Activist Teacher Identity through Teacher Education
SECTION III. Learning Teacher Agency in Teacher Education
Chapter 14: Shaping Agency through Theorizing and Practising Teaching in Teacher Education
Chapter 15: The Dialectic of Person and Practice: How Cultural-Historical Accounts of Agency Can Inform Teacher Education
Chapter 16: The Impact of Social Theories on Agency in Teacher Education
Chapter 17: Narrative Theories and Methods in Learning, Developing, and Sustaining Teacher Agency
Chapter 18: Unsettling Habitual Ways of Teacher Education through ‘Post-Theories’ of Teacher Agency
SECTION IV. Learning Moral and Ethical Responsibilities of Teaching in Teacher Education
Chapter 19: Teacher Beliefs and the Moral Work of Teaching in Teacher Education
Chapter 20: Developing Teachers’ Capacity for Moral Reasoning and Imagination in Teacher Education
Chapter 21: Disrupting Oppressive Views and Practices through Critical Teacher Education: Turning to Post-Structuralist Ethics
Chapter 22: Developing Teachers’ Cognitive Strategies of Promoting Moral Reasoning and Behavior in Teacher Education
Chapter 23: Strengthening Sociocultural Ways of Learning Moral Reasoning and Behavior in Teacher Education
Chapter 24: The Moral Work of Teaching: A Virtue-Ethics Approach to Teacher Education
SECTION V. Learning to Negotiate Political, Social, and Cultural Responsibilities of Teaching in Teacher Education
Chapter 25: Micropolitics in the Education of Teachers: Power, Negotiation, and Professional Development
Chapter 26: Teachers Learning about Themselves through Learning about ‘Others’
Chapter 27: A Decolonial Alternative to Critical Approaches to Multicultural and Intercultural Teacher Education
Chapter 28: Recruitment and Retention of Traditionally Underrepresented Students in Teacher Education
SECTION VI. Learning through Pedagogies in Teacher Education
Chapter 29: Developmental Learning Approaches to Teaching: Stages of Epistemological Thinking and Professional Expertise
Chapter 30: A Foundation for Effective Teacher Education: Teacher Education Pedagogy Based on Situated Learning
Chapter 31: Constructivist Learning Theories in Teacher Education Programmes: A Pedagogical Perspective
Chapter 32: Developing Pre-service Teachers’ Pedagogical Content Knowledge
Chapter 33: Learning and Teaching with Technology: Technological Pedagogy and Teacher Practice
Chapter 34: Teacher Education Pedagogies Based on Critical Approaches: Learning to Challenge and Change Prevailing Educational Practices
Chapter 35: Culturally Relevant Teacher Education Pedagogical Approaches
The SAGE Handbook of Research on Teacher Education - Volume 2
Notes on the Editors
and Contributors
Section VII: Learning the Contents of Teaching in Teacher Education
Chapter 36: Teacher Education in English as an Additional Language, English as a Foreign Language and the English Language Arts
Chapter 37: Teacher Education in Social Studies and Civic Education
Chapter 38: The Political Shaping of Teacher Education in the STEM Areas
Chapter 39: Research for Physical Education Teacher Education
Chapter 40: The Creative Arts and Teacher Education
Chapter 41: Teacher Education in Religious Education
Chapter 42: Teacher Education in Technical Vocational Education and Training
Chapter 43: The Curriculum of Early Childhood and Lower Primary Teacher Education: A Five-Nation Research Perspective
Chapter 44: Teacher Education in Inclusive Education
Section VIII: Learning Professional Competencies in Teacher Education and throughout the Career
Chapter 45: Understanding the Development of Teachers’ Professional Competencies as Personally, Situationally and Socially Determined
Chapter 46: Teachers’ Professional and Pedagogical Competencies: A Complex Divide between Teacher Work, Teacher Knowledge and Teacher Education
Chapter 47: Developing Teachers’ Competences with the Focus on Adaptive Expertise in Teaching
Chapter 48: Evolution of Research on Teachers’ Planning: Implications for Teacher Education
Chapter 49: Developing Teacher Competence from a Situated Cognition Perspective
Chapter 50: Critical Approaches in Making New Space for Teacher Competencies
Section IX: Learning with and from Assessments in Teacher Education
Chapter 51: Filtering Functions of Assessment for Selection into Initial Teacher Education Programs
Chapter 52: Summative Assessment in Teacher Education
Chapter 53: Formative Assessment in Teacher Education
Chapter 54: Teacher Assessment from Pre-service through In-service Teaching
Chapter 55: Functions of Assessment in Relation to Sociocultural Teacher Education Approaches
Chapter 56: Functions of Student-centred Approaches to Assessment in Teacher Education
Chapter 57: Functions of Assessment in Social Justice Teacher Education Approaches
Section X: The Education and Learning of Teacher Educators
Chapter 58: Defining Teacher Educators: International Perspectives and Contexts
Chapter 59: A Quest for Teacher Educator Work
Chapter 60: Professional Learning and Development of Teacher Educators
Chapter 61: The Promise of the Particular in Research with Teacher Educators
Section XI: The Evolving Social and Political Contexts of Teacher Education
Chapter 62: Adapting to the Virtual Campus and Transitions in ‘School-less’ Teacher Education
Chapter 63: Multiple Voices and Participants in Teacher Education
Chapter 64: The Role of Policy as a Shaping Influence on Teacher Education and Teacher Educators: Neo-Liberalism and its Forms
Chapter 65: Globalization and Teacher Education
Chapter 66: Research in Indigenizing Teacher Education
Section XII: A Reflective Turn
Chapter 67: Pushing Boundaries for Research on Teacher Education: Making Teacher Education Matter
The SAGE Handbook of Research on Teacher Education
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