International Handbook of Teacher Education

1. Front Matter

   Pages i-viii

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2. Organisation and Structure of Teacher Education

   1. Front Matter

      Pages 1-1

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   2. Developing an Understanding of Teacher Education

      • John Loughran, Mary Lynn Hamilton

      Pages 3-22

   3. The History of Initial Teacher Preparation in International Contexts

      • Peggy L. Placier, Moeketsi Letseka, Johannes Seroto, Jason Loh, Carmen Montecinos, Nelson Vásquez et al.

      Pages 23-68

   4. Structure of Teacher Education

      • Cheryl J. Craig

      Pages 69-135

   5. Approaches to Teacher Education

      • Julian Kitchen, Diana Petrarca

      Pages 137-186

   6. Teacher Education Curriculum

      • Maria Assunção Flores

      Pages 187-230

   7. The Practicum: The Place of Experience?

      • Simone White, Rachel Forgasz

      Pages 231-266

   8. Reform Efforts in Teacher Education

      • Clare Kosnik, Clive Beck, A. Lin Goodwin

      Pages 267-308

3. Knowledge and Practice of Teacher Education

   1. Front Matter

      Pages 309-309

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   2. Pedagogy of Teacher Education

      • Fred A. J. Korthagen

      Pages 311-346

   3. Pedagogical Content Knowledge in Teacher Education

      • Amanda Berry, Fien Depaepe, Jan van Driel

      Pages 347-386

   4. Pedagogical Reasoning in Teacher Education

      • John Loughran, Stephen Keast, Rebecca Cooper

      Pages 387-421

   5. The Place of Subject Matter Knowledge in Teacher Education

      • Marissa Rollnick, Elizabeth Mavhunga

      Pages 423-452

   6. Professionalising Teacher Education: Evolution of a Changing Knowledge and Policy Landscape

      • Diane Mayer, Jo-Anne Reid

      Pages 453-486

   7. Learning from Research on Beginning Teachers

      • Beatrice Avalos

      Pages 487-522

   8. Teacher Education as a Moral Endeavor

      • Cees A. Klaassen, Richard D. Osguthorpe, Matthew N. Sanger

      Pages 523-557

4. Back Matter

   Pages 559-582

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The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of  teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers’ professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education.

• Approaches to Teacher Education
• Complexities of Teaching and Teacher Education
• History of Teacher Education
• Organisation & Structure of Teacher Education
• Pedagogical Content Knowledge
• Pedagogical reasoning
• Pedagogy of teacher education
• Professional development of teachers
• Teacher Education
• Teacher Education Curriculum
• Teacher Education placement
• Teacher education practicum
• knowledge & practice of teacher education
• pedagogy of teacher education
• policy and teacher education
• professional knowledge of teachers
• reform of teacher education
• subject matter knowledge in teacher Education

• Faculty of Education, Monash University, Clayton, Australia

  John Loughran

• School of Education, University of Kansas, Lawrence, USA

  Mary Lynn Hamilton

John Loughran is the Foundation Chair in Curriculum & Pedagogy and Dean of the Faculty of Education, Monash University. John was a science teacher for ten years before moving into teacher education. His research has spanned both science education and the related fields of professional knowledge, reflective practice and teacher research. John was the co-founding editor of Studying Teacher Education and an Executive Editor for Teachers and Teaching: Theory and Practice. He was awarded the AERA, Division K Excellence in Research in Teaching and Teacher Education for his book Developing a Pedagogy of Teacher Education (Routledge Press).


Mary Lynn Hamilton, Professor in Curriculum & Teaching, University of Kansas, combines research interests in teachers’ professional knowledge, issues of social justice, and the self-study of teaching and teacher education practices. Recent publications include (co-authored with Stefinee Pinnegar): Self-Study of practice as a genre of qualitative research: Theory, methodology, and practice (2009) and Knowing, Doing, Becoming as Teacher Educators: Identity, Intimate Scholarship, Inquiry. Additionally, she is the former co-editor of Teaching and Teacher Education, an international journal.

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