International Handbook of Teacher Education

1. Front Matter

   Pages i-viii

   PDF

2. Teacher Educators

   1. Front Matter

      Pages 1-1

      PDF

   2. Personal Practical Knowledge of Teacher Educators

      • Vicki Ross, Elaine Chan

      Pages 3-33

   3. Beginning Teacher Educators: Working in Higher Education and Schools

      • Jean Murray

      Pages 35-70

   4. Reflective Practice

      • Carol Rodgers, Vicki Kubler LaBoskey

      Pages 71-104

   5. Mentoring

      • Lily Orland-Barak

      Pages 105-141

   6. Exploring the Complex Concept of Quality in Teacher Education

      • Tom Russell, Andrea K. Martin

      Pages 143-180

   7. Intimate Scholarship: An Examination of Identity and Inquiry in the Work of Teacher Educators

      • Mary Lynn Hamilton, Stefinee Pinnegar, Ronnie Davey

      Pages 181-237

   8. Teacher Education for Educational and Social Transformation

      • Lorena I. Guillén, Camila I. Gimenes, Ken M. Zeichner

      Pages 239-272

3. Students of Teaching

   1. Front Matter

      Pages 273-273

      PDF

   2. Factors Influencing Teaching Choice: Why Do Future Teachers Choose the Career?

      • Paul W. Richardson, Helen M. G. Watt

      Pages 275-304

   3. Being a Student of Teaching: Practitioner Research and Study Groups

      • Robert V. Bullough Jr., Leigh K. Smith

      Pages 305-351

   4. Becoming Teacher: Exploring the Transition from Student to Teacher

      • Alan Ovens, Dawn Garbett, Derek Hutchinson

      Pages 353-378

   5. Teacher Candidates as Researchers

      • Shawn Michael Bullock

      Pages 379-403

   6. Functions of Assessment in Teacher Education

      • Kari Smith

      Pages 405-428

   7. The Emotional Dimension in Becoming a Teacher

      • Geert Kelchtermans, Ann Deketelaere

      Pages 429-461

   8. Social Justice and Teacher Education: Context, Theory, and Practice

      • Sharon M. Chubbuck, Michalinos Zembylas

      Pages 463-501

   9. Looking Beyond Borders: Scholarship of Teacher Education

      • Mary Lynn Hamilton, John Loughran

      Pages 503-518

4. Back Matter

   Pages 519-542

   PDF

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: Teacher educators; and, students of teaching. The first examines teacher educators, their role, and the way that role influences the nature of teaching about teaching. In turn, the second explores who students of teaching are, and how that influences the relationship between teaching and learning about teaching.

• Assessment in teacher education
• Culturally responsive education
• Indigenous education
• Mentoring in teacher education
• Methodologies of Inquiry
• Personal Practical knowledge
• Reflective practice
• Social justice and Teacher Education
• Student teacher research
• Students of teaching
• Teacher Educator identity
• Teacher education
• emotion in teacher education
• learning to teach
• quality in teacher education
• transition from student to teacher

• 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.

Policies and ethics