Jukka Husu & D. Jean Jean Clandinin 
The SAGE Handbook of Research on Teacher Education [EPUB ebook] 

01 Mapping an international handbook of research in and for teacher education – Jean Clandinin & Jukka Husu
SECTION I Mapping the landscape of teacher education
02 Philosophy in research on teacher education: An onto-ethical turn – Jerry Rosiek & Tristan Gleason
03 Teacher education: A historical overview – Wendy Robinson
04 The quest for quality and the rise of accountability systems in teacher education – Maria Teresa Tatto & Jerry Pippin
05 Teacher education programs: A systems view – Rose Dolan
06 The continuum of pre-service and in-service teacher education – Clare Kosnik & Clive Beck
07 What we know we don’t know about teacher education – Gavin Brown
SECTION II Learning teacher identity in teacher education
08 Connecting teacher identity formation to patterns in teacher learning – Jan Vermunt, Maria Vrikki, Paul Warwick & Neil Mercer
09 Developing teacher identity through situated cognition approaches to teacher education – Sue Cherrington
10 Developing the personal and professional in making a teacher identity – Douwe Beijaard & Paulien Meijer
11 Identity making at the intersections of teacher and subject matter expertise – Francine Peterman
12 Teacher Education as a creative space for the making of teacher identity – Beverly E. Cross
13 Developing an activist teacher identity through teacher education – Celia Oyler, Jenna Morvay & Florence Sullivan
Section III Learning teacher agency in teacher education
14 Shaping agency through theorizing and practicing teaching in teacher education – Effie Maclellan
15 The dialectic of person and practice: How cultural-historical accounts of agency can inform teacher education – Anne Edwards
16 The impact of social theories on agency in teacher education – Ryan Flessner & Katherina Payne
17 Narrative theories and methods in learning, developing, and sustaining teacher agency – Janice Huber & Ji-Sook Yeom
18 Unsettling habitual ways of teacher education through ‘post-theories’ of teacher agency – Lisa Loutzenheiser & Kal Heer
SECTION IV Learning moral and ethical responsibilities of teaching in teacher education
19 Teacher beliefs and the moral work of teaching in teacher education – Matthew Sanger
20 Developing teachers’ capacity for moral reasoning and imagination in teacher education – Alison Cook-Sather & Kira Baker-Doyle
21 Disrupting oppressive views and practices through critical teacher education: turning to post-structuralist ethics – Mark Boylan
22 Developing teachers cognitive strategies of promoting moral reasoning and behavior in teacher education – Luciano Gasser & Wolfgang Althof
23 Strengthening socio-cultural ways of learning moral reasoning and behavior in teacher education – Robert Thornberg
24 The moral work of teaching: A virtue-ethics approach to teacher education – Sandra Cooke
SECTION V: Learning to negotiate social, political, and cultural responsibilities of teaching in teacher education
25 Micropolitics in the education of teachers: Power, negotiation, and professional development – Geert Kelchtermans & Eline Vanassche
26 Teachers learning about themselves through learning about ′others′ – Mary Louise Gomez & Amy Johnson Lachuk
27 A decolonial alternative to critical approaches to multicultural and intercultural teacher education – Michael Vavrus
28 Recruitment and retention of traditionally underrepresented students in teacher education – Roland Mitchell, Sara C. Wooten, Kerii Landry-Thomas and Chaunda A. Mitchell
SECTION VI Learning Through Pedagogies in Teacher Education
29 Developmental learning approaches to teaching: Stages of epistemological thinking and professional expertise – Juan Jose Mena Marcos, Paul Hennissen & John Loughran
30 A foundation for effective teacher education: Teacher education pedagogy based on situated learning – Fred Korthagen
31 Constructivist learning theories in teacher education programmes: A pedagogical perspective – Gary Harfitt & Cheri Chan
32 Developing pre-service teachers′ pedagogical content knowledge – Jan van Driel & Amanda Berry
33 Learning and teaching with technology: Technological pedagogy and teacher practice – Doron Zinger, Tamara Tate & Mark Warschauer
34 Teacher education pedagogies based on critical approaches: Learning to challenge and change prevailing educational practices – Viv Ellis & Meg Maguire
35 Culturally relevant teacher education pedagogical approaches – Joanne Reid & Jae Major
SECTION VII Learning the contents of teaching in teacher education
36 Teacher education in English as an additional language, English as a foreign language and the English language arts – Xu Quan, Yi Li & Simmee Chung
37 Teacher education in social studies and civic education – Wing On Lee & Maria Manzon
38 The political shaping of teacher education in the STEM areas – Tony Brown
39 Research for Physical Education Teacher Education – Lee Schaefer, Shaun Murphy & Lisa Hunter
40 The creative arts and teacher education – Robyn Ewing
41 Teacher education in religious education – Andrew Wright & Elina Wright
42 Teacher education in technical vocational education and training – Bonnie Watt-Malcolm
43 The curriculum of early childhood and lower primary teacher education: A five-nation research perspective – Bob Bullough & Kendra Hall-Kenyon
44 Teacher education in inclusive education – Kirsi Tirri & Sonja Laine
SECTION VIII Learning professional competencies in teacher education and throughout the career
45 Understanding the development of teachers’ professional competencies as personally, situationally and socially determined – Sigrid Blömeke & Gabriele Kaiser
46 Teacher’s professional and pedagogical competencies: A complex divide between teacher’s work, teacher knowledge and teacher education – Auli Toom
47 Developing teachers’ competences with the focus on adaptive expertise in teaching – Jan van Tartwijk, Rozanne Zwart & Theo Wubbels
48 Evolution of research on teachers’ planning: implications for teacher education – Elaine Munthe & Paul Conway
49 Developing teacher competences from a situated cognition perspective – Sue Catherine O’Neill
50 Critical approaches in making new space for teacher competencies – Monica Miller Marsh & Dan Castner
SECTION IX Learning with and from assessments in teacher education
51 Filtering functions of assessment for selection into initial teacher education programs – Robert Klassen, Tracy Durksen, Fiona Patterson & Emma Rowett
52 Summative assessment in teacher education – Jeanne Maree Allen
53 Formative assessment in teacher education – Susan Brookhart
54 Teacher assessment from pre-service through in-service teaching – Mistilina Sato & Sara Kemper
55 Functions of assessment in socio-cultural teacher education approaches – Bronwen Cowie & Beverley Cooper
56 Functions of learning-centred/person-centred approaches to assessment in teacher education – Surette van Staden & Brigitte Smit
57 Functions of assessment in social justice teacher education approaches – Valerie Farnsworth
SECTION X The education and learning of teacher educators
58 Defining teacher educators: international perspectives and contexts – Jean Murray
59 A quest for teacher educator work – Robert Kleinsasser
60 Professional learning and development of teacher educators – Linor Hadar & David Brody
61 The promise of the particular in research with teacher educators – Stefinee Pinnegar & Mary Lynn Hamilton
62 Adapting to the virtual campus and transitions in ‘school-less’ teacher education – Craig Deed
63 Multiple voices and participants in teacher education – Katherina Payne & Ken Zeichner
64 The role of policy as a shaping influence on teacher education and teacher educators: Neoliberalism and its forms – Beatrice Avalos & Paula Razquin
65 Globalization and teacher education – Lynn Paine, Aydarova & Iwan Syahril
66 Research in indigenizing teacher education – Florence Glanfield & Brooke Madden
SECTION XII: A reflective turn
67 Pushing boundaries for research in teacher education: Making teacher education matter – Jean Clandinin & Jukka Husu

D. Jean Clandinin, Ph D, is a professor and founding director of the Centre for Research for Teacher Education and Development at the University of Alberta. She is the author of many books and articles about teacher knowledge, narrative inquiry, and curriculum studies. Her recent studies are narrative inquiries into the experiences of youth who leave school early, early career teacher attrition, the experiences of youth and families of Aboriginal heritage, and the experiences of the professional learning of school administrators.