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.
Tabella dei contenuti
Section 3: Teacher Educators.- Chapter 15 Personal practical knowledge of teacher educators.- Chapter 16 Beginning teacher educators: Working in higher education and schools.- Chapter 17 Reflective practice.- Chapter 18 Mentoring.- Chapter 19 Exploring the complex concept of quality in teacher education.- Chapter 20 Intimate scholarship – An examination of identity and inquiry in the work of teacher educators.- Chapter 21 Teacher education for educational and social transformation.- Section 4: Students of Teaching.- Chapter 22 Factors influencing teaching choice: Why do future teachers choose the career?.- Chapter 23 Being a student of teaching – Practitioner research and study groups.- Chapter 24 Becoming teacher: Exploring the transition from student to teacher.- Chapter 25 Teacher candidates as researchers.- Chapter 26 Functions of assessment in teacher education.- Chapter 27 The emotional dimension in becoming a teacher.- Chapter 28 Social justice and teacher education: Context, theory, and practice.- Chapter 29 Looking beyond borders: Scholarship of teacher education.
Circa l’autore
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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