In this book, leading teacher education researchers from Australia, Belgium, Canada, England, Finland, Hong Kong SAR, the Netherlands, New Zealand, North Ireland, Portugal, Scotland, the USA and Wales examine teacher education policy and research in each of their contexts.
The book highlights the connections and disconnections between teacher education policy and research. It examines contemporary challenges and issues in teacher education including how high-quality teacher education is framed, how teaching quality is framed, and the role of teacher education research. It also considers future policy and research possibilities and opportunities for teacher education research, equity and preparing teachers for work within contexts of super-diversity, and early career teaching.
Tabla de materias
Chapter 1. Teacher Education Policy and Research: An Overview.- Chapter 2. Teacher Education/Ors in Australia: Still Shaping the Profession Despite Policy Intervention.- Chapter 3. A Critical Examination of the Conception of Teacher Professionalism Enacted in Current Teacher Education Policy in Flanders (Belgium).- Chapter 4. Teaching and Teacher Education for a Post-Pandemic Canada: Context, Crisis, Critique and Complication.- Chapter 5. The Complex Policy Landscape of Teacher Education in England: What’s the Problem Represented to be?.- Chapter 6. Analyzing Research, Practice and Accountability Turns in Finnish Academic Teacher Education.- Chapter 7. Preparing High Quality Teacher Education Graduates in an Era of Unprecedented Uncertainties: The Case of Hong Kong.- Chapter 8. Quality Under Pressure in Dutch Teacher Education.- Chapter 9. Teacher Education Policy in Aotearoa New Zealand: Global Trends Meet Local Imperatives.- Chapter 10. Teacher Education in Northern Ireland: Policy, Practice and Pragmatism.- Chapter 11. Educating Teachers in the Post-Bologna Context in Portugal: Lessons Learned and Remaining Challenges.- Chapter 12. Measuring Quality in Initial Teacher in the Scottish Context: A Context-Specific Endeavour.- Chapter 13. Teacher Education in The United States Of America: An Overview of the Policies, Pathways, Issues and Relevant Research.- Chapter 14. A Research Informed Approach to Initial Teacher Education in Wales: Intentions, Examples and Reflections.- Chapter 15. Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching.
Sobre el autor
Diane Mayer is Professor of Education (Teacher Education) at the University of Oxford. Prior to joining Oxford, she was Professor of Education and Dean at The University of Sydney. She has also held positions at the University of California at Berkeley in the USA, at Victoria University, Deakin University and The University of Queensland in Australia. Diane’s research and scholarship focuses on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education.
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