This handbook presents a timeless, comprehensive, and up-to-date resource covering major issues in the field of teacher education research. In a global landscape where migration, inequality, climate change, political upheavals and strife continue to be broadly manifest, governments and scholars alike are increasingly considering what role education systems can play in achieving stability and managed, sustainable economic development. With growing awareness that the quality of education is very closely related to the quality of teachers and teaching, teacher education has moved into a key…mehr
This handbook presents a timeless, comprehensive, and up-to-date resource covering major issues in the field of teacher education research. In a global landscape where migration, inequality, climate change, political upheavals and strife continue to be broadly manifest, governments and scholars alike are increasingly considering what role education systems can play in achieving stability and managed, sustainable economic development. With growing awareness that the quality of education is very closely related to the quality of teachers and teaching, teacher education has moved into a key position in international debate and discussion. This volume brings together transnational perspectives to provide insight and evidence of current policy and practice in the field, covering issues such as teacher supply, preservice education, continuing professional learning, leadership development, professionalism and identity, comparative and policy studies, as well as gender, equity, and social justice.
Ian Menter is a Fellow of the Academy of Social Sciences in the UK and was President of the British Educational Research Association (BERA), 2013-15. He is Emeritus Professor of Teacher Education and Emeritus Fellow of Kellogg College, at the University of Oxford. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire. Before that he was a primary school teacher in Bristol, England. He is now a Visiting Professor at three UK universities. His main research interests are in research, policy and practice in teacher education, including comparative studies of this topic. Recent edited and co-edited publications include Teacher Education in Russia (Routledge) and The Palgrave Handbook of Teacher Education in Central and Eastern Europe (Palgrave-Macmillan). His monograph, Raymond Williams and Education, was published by Bloomsbury in 2022. Editorial Board: Qing Gu, Institute of Education, University College London, London, UK Moira Hulme, Manchester Metropolitan University, Manchester, UK Meg Maguire, King's College, London, UK Margery McMahon, University of Glasgow, Glasgow, UK Nicole Mockler, University of Sydney, Sydney, Australia Trevor Mutton, University of Oxford, Oxford, UK Tore Sorensen, Faculty of International and Political Studies, Jagiellonian University, Kraków, Poland Maria Teresa Tatto, Mary Lou Fulton Teachers College, Arizona State University, Tempe, USA Emma Towers, King's College, London, UK
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Section 1: The Supply, Recruitment and Retention of TeachersChapter 1. Teacher Quality and Teacher SupplyChapter 2. The Use of Emergency Measures in Times of CrisisChapter 3. Diversification of Entry RoutesChapter 4. Time and Place: The History of Geography of Teacher Recruitment and Retention Chapter 5. Teacher Mobility in the 21st Century Chapter 6. Flexibilisation of the Teaching Workforce Chapter 7. Temporary Teachers Section 2: Pre-service Teacher Education Chapter 8. The Meaning of Partnership in ITEChapter 9. New Technologies in Teacher EducationChapter 10. Employment-based RoutesChapter 11. New Approaches to MentoringChapter 12. The University and Teacher EducationChapter 13. Teacher Learning in ITEChapter 14. Forms of Knowledge in Teacher EducationChapter 15. The ITE Curriculum and Standards in Teacher EducationChapter 16. Assessment and Feedback in ITE Section 3: Continuing Professional DevelopmentChapter 17.Teacher InductionChapter 18. Developing Accomplished TeachersChapter 19. The Use of e-PortfoliosChapter 20.Changing Professional Development Needs over a Teacher's CareerChapter 21. Work-based professional learningChapter 22. Education Reform and In-Service Education for Teachers Section 4: Teacher Education for LeadershipChapter 23. Teacher Leadership in the ClassroomChapter 24. Teacher Leadership in the SchoolChapter 25. Standards for School Headship/PrincipalshipChapter 26. Middle Leaders in the SchoolChapter 27. External Change Agents in Professional Development Section 5: Teacher Identity and ProfessionalismChapter 28. Reshaping teacher professionalismChapter 29. The Lifelong Continuum of Teacher DevelopmentChapter 30. Values in Teaching--Differing ApproachesChapter 31. Fender and Ethnicity and Teachers' IdentityChapter 32. Models of Teaching - from Effective to TransformationalChapter 33. Teaching Subjects or Children/Young people?
Section 6: Comparative Studies in Teacher EducationChapter 34. Multi-national Studies in Teaching and Teacher EducationChapter 35. Teacher Education Reform in Central and Eastern EuropeChapter 36. Sociocultural Approaches in Comparative Studies of Teacher EducationChapter 37. The History of Comparative Education Studies in Teaching and Teacher EducationChapter 38. The Impact of the Bologna Process across European Teacher Education
Section 7: Policy Studies in Teacher EducationChapter 39. Poverty, Equity, Social Justice and Teacher EducationChapter 40. Intersectionality in Teacher EducationChapter 41. Teacher Education, the Media and PoliticsChapter 42. Teacher Education as an Instrument of Development Chapter 43. Globalisation and Teacher EducationChapter 44. School Improvement and Teacher EducationChapter 45. Teacher Unions and Professional Bodies
Section 1: The Supply, Recruitment and Retention of TeachersChapter 1. Teacher Quality and Teacher SupplyChapter 2. The Use of Emergency Measures in Times of CrisisChapter 3. Diversification of Entry RoutesChapter 4. Time and Place: The History of Geography of Teacher Recruitment and Retention Chapter 5. Teacher Mobility in the 21st Century Chapter 6. Flexibilisation of the Teaching Workforce Chapter 7. Temporary Teachers Section 2: Pre-service Teacher Education Chapter 8. The Meaning of Partnership in ITEChapter 9. New Technologies in Teacher EducationChapter 10. Employment-based RoutesChapter 11. New Approaches to MentoringChapter 12. The University and Teacher EducationChapter 13. Teacher Learning in ITEChapter 14. Forms of Knowledge in Teacher EducationChapter 15. The ITE Curriculum and Standards in Teacher EducationChapter 16. Assessment and Feedback in ITE Section 3: Continuing Professional DevelopmentChapter 17.Teacher InductionChapter 18. Developing Accomplished TeachersChapter 19. The Use of e-PortfoliosChapter 20.Changing Professional Development Needs over a Teacher's CareerChapter 21. Work-based professional learningChapter 22. Education Reform and In-Service Education for Teachers Section 4: Teacher Education for LeadershipChapter 23. Teacher Leadership in the ClassroomChapter 24. Teacher Leadership in the SchoolChapter 25. Standards for School Headship/PrincipalshipChapter 26. Middle Leaders in the SchoolChapter 27. External Change Agents in Professional Development Section 5: Teacher Identity and ProfessionalismChapter 28. Reshaping teacher professionalismChapter 29. The Lifelong Continuum of Teacher DevelopmentChapter 30. Values in Teaching--Differing ApproachesChapter 31. Fender and Ethnicity and Teachers' IdentityChapter 32. Models of Teaching - from Effective to TransformationalChapter 33. Teaching Subjects or Children/Young people?
Section 6: Comparative Studies in Teacher EducationChapter 34. Multi-national Studies in Teaching and Teacher EducationChapter 35. Teacher Education Reform in Central and Eastern EuropeChapter 36. Sociocultural Approaches in Comparative Studies of Teacher EducationChapter 37. The History of Comparative Education Studies in Teaching and Teacher EducationChapter 38. The Impact of the Bologna Process across European Teacher Education
Section 7: Policy Studies in Teacher EducationChapter 39. Poverty, Equity, Social Justice and Teacher EducationChapter 40. Intersectionality in Teacher EducationChapter 41. Teacher Education, the Media and PoliticsChapter 42. Teacher Education as an Instrument of Development Chapter 43. Globalisation and Teacher EducationChapter 44. School Improvement and Teacher EducationChapter 45. Teacher Unions and Professional Bodies
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