The SAGE Handbook of Research on Teacher Education
Publication Year: 2017
Subject: Preservice Training (general)
The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher ...
- Front Matter
- Subject Index
- Chapter 1: Mapping an International Handbook of Research in and for Teacher Education
- Section I: Mapping the Landscape of Teacher Education
- Chapter 2: Philosophy in Research on Teacher Education: An Onto-ethical Turn
- Chapter 3: Teacher Education: A Historical Overview
- Chapter 4: The Quest for Quality and the Rise of Accountability Systems in Teacher Education
- Chapter 5: Teacher Education Programmes: A Systems View
- Chapter 6: The Continuum of Pre-service and In-service Teacher Education
- Chapter 7: What We Know We Don’t Know about Teacher Education
- Section II: Learning Teacher Identity in Teacher Education
- Chapter 8: Connecting Teacher Identity Formation to Patterns in Teacher Learning
- Chapter 9: Developing Teacher Identity through Situated Cognition Approaches to Teacher Education
- Chapter 10: Developing the Personal and Professional in Making a Teacher Identity
- Chapter 11: Identity Making at the Intersections of Teacher and Subject Matter Expertise
- Chapter 12: Teacher Education as a Creative Space for the Making of Teacher Identity
- Chapter 13: Developing an Activist Teacher Identity through Teacher Education
- Section III: Learning Teacher Agency in Teacher Education
- Chapter 14: Shaping Agency through Theorizing and Practising Teaching in Teacher Education
- Chapter 15: The Dialectic of Person and Practice: How Cultural-Historical Accounts of Agency Can Inform Teacher Education
- Chapter 16: The Impact of Social Theories on Agency in Teacher Education
- Chapter 17: Narrative Theories and Methods in Learning, Developing, and Sustaining Teacher Agency
- Chapter 18: Unsettling Habitual Ways of Teacher Education through ‘Post-Theories’ of Teacher Agency
- Section IV: Learning Moral and Ethical Responsibilities of Teaching in Teacher Education
- Chapter 19: Teacher Beliefs and the Moral Work of Teaching in Teacher Education
- Chapter 20: Developing Teachers’ Capacity for Moral Reasoning and Imagination in Teacher Education
- Chapter 21: Disrupting Oppressive Views and Practices through Critical Teacher Education: Turning to Post-Structuralist Ethics
- Chapter 22: Developing Teachers’ Cognitive Strategies of Promoting Moral Reasoning and Behavior in Teacher Education
- Chapter 23: Strengthening Sociocultural Ways of Learning Moral Reasoning and Behavior in Teacher Education
- Chapter 24: The Moral Work of Teaching: A Virtue-Ethics Approach to Teacher Education
- Section V: Learning to Negotiate Political, Social, and Cultural Responsibilities of Teaching in Teacher Education
- Chapter 25: Micropolitics in the Education of Teachers: Power, Negotiation, and Professional Development
- Chapter 26: Teachers Learning about Themselves through Learning about ‘Others’
- Chapter 27: A Decolonial Alternative to Critical Approaches to Multicultural and Intercultural Teacher Education
- Chapter 28: Recruitment and Retention of Traditionally Underrepresented Students in Teacher Education
- Section VI: Learning through Pedagogies in Teacher Education
- Chapter 29: Developmental Learning Approaches to Teaching: Stages of Epistemological Thinking and Professional Expertise
- Chapter 30: A Foundation for Effective Teacher Education: Teacher Education Pedagogy Based on Situated Learning
- Chapter 31: Constructivist Learning Theories in Teacher Education Programmes: A Pedagogical Perspective
- Chapter 32: Developing Pre-service Teachers’ Pedagogical Content Knowledge
- Chapter 33: Learning and Teaching with Technology: Technological Pedagogy and Teacher Practice
- Chapter 34: Teacher Education Pedagogies Based on Critical Approaches: Learning to Challenge and Change Prevailing Educational Practices
- Chapter 35: Culturally Relevant Teacher Education Pedagogical Approaches
- Section VII: Learning the Contents of Teaching in Teacher Education
- Chapter 36: Teacher Education in English as an Additional Language, English as a Foreign Language and the English Language Arts
- Chapter 37: Teacher Education in Social Studies and Civic Education
- Chapter 38: The Political Shaping of Teacher Education in the STEM Areas
- Chapter 39: Research for Physical Education Teacher Education
- Chapter 40: The Creative Arts and Teacher Education
- Chapter 41: Teacher Education in Religious Education
- Chapter 42: Teacher Education in Technical Vocational Education and Training
- Chapter 43: The Curriculum of Early Childhood and Lower Primary Teacher Education: A Five-Nation Research Perspective
- Chapter 44: Teacher Education in Inclusive Education
- Section VIII: Learning Professional Competencies in Teacher Education and throughout the Career
- Chapter 45: Understanding the Development of Teachers’ Professional Competencies as Personally, Situationally and Socially Determined
- Chapter 46: Teachers’ Professional and Pedagogical Competencies: A Complex Divide between Teacher Work, Teacher Knowledge and Teacher Education
- Chapter 47: Developing Teachers’ Competences with the Focus on Adaptive Expertise in Teaching
- Chapter 48: Evolution of Research on Teachers’ Planning: Implications for Teacher Education
- Chapter 49: Developing Teacher Competence from a Situated Cognition Perspective
- Chapter 50: Critical Approaches in Making New Space for Teacher Competencies
- Section IX: Learning with and from Assessments in Teacher Education
- Chapter 51: Filtering Functions of Assessment for Selection into Initial Teacher Education Programs
- Chapter 52: Summative Assessment in Teacher Education
- Chapter 53: Formative Assessment in Teacher Education
- Chapter 54: Teacher Assessment from Pre-service through In-service Teaching
- Chapter 55: Functions of Assessment in Relation to Sociocultural Teacher Education Approaches
- Chapter 56: Functions of Student-centred Approaches to Assessment in Teacher Education
- Chapter 57: Functions of Assessment in Social Justice Teacher Education Approaches
- Section X: The Education and Learning of Teacher Educators
- Chapter 58: Defining Teacher Educators: International Perspectives and Contexts
- Chapter 59: A Quest for Teacher Educator Work
- Chapter 60: Professional Learning and Development of Teacher Educators
- Chapter 61: The Promise of the Particular in Research with Teacher Educators
- Section XI: The Evolving Social and Political Contexts of Teacher Education
- Chapter 62: Adapting to the Virtual Campus and Transitions in ‘School-less’ Teacher Education
- Chapter 63: Multiple Voices and Participants in Teacher Education
- Chapter 64: The Role of Policy as a Shaping Influence on Teacher Education and Teacher Educators: Neo-Liberalism and its Forms
- Chapter 65: Globalization and Teacher Education
- Chapter 66: Research in Indigenizing Teacher Education
- Section XII: A Reflective Turn
- Chapter 67: Pushing Boundaries for Research on Teacher Education: Making Teacher Education Matter
SAGE Publications Ltd
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Editor: James Clark
Editorial Assistant: Colette Wilson
Production Editor: Shikha Jain
Copyeditor: Rosemary Campbell
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Indexer: Cathryn Pritchard
Marketing Manager: Emma Turner
Cover Design: Wendy Scott
Typeset by: Cenveo Publisher Services
Printed in the UK
Introduction & editorial arrangement © D. Jean Clandinin & Jukka Husu 2017
Chapter 1 © D. Jean Clandinin & Jukka Husu 2017
Section I Introduction © Jerry Rosiek 2017
Chapter 2 © Jerry Rosiek & Tristan Gleason 2017
Chapter 3 © Wendy Robinson 2017
Chapter 4 © Maria Teresa Tatto & James Pippin 2017
Chapter 5 © Rose Dolan 2017
Chapter 6 © Clive Beck & Clare Kosnik 2017
Chapter 7 © Gavin T.L. Brown 2017
Section II Introduction © Douwe Beijaard 2017
Chapter 8 © Jan D. Vermunt, Maria Vrikki, Paul Warwick & Neil Mercer 2017
Chapter 9 © Sue Cherrington 2017
Chapter 10 © Douwe Beijaard & Paulien C. Meijer 2017
Chapter 11 © Francine Peterman 2017
Chapter 12 © Beverly E. Cross 2017
Chapter 13 © Celia Oyler, Jenna Morvay & Florence R. Sullivan 2017
Section III Introduction © Lily Orland-Barak 2017
Chapter 14 © Effie Maclellan 2017
Chapter 15 © Anne Edwards 2017
Chapter 16 © Ryan Flessner & Katherina A. Payne 2017
Chapter 17 © Janice Huber & Ji-Sook Yeom 2017
Chapter 18 © Lisa Loutzenheiser & Kal Heer 2017
Section IV Introduction © Robert V. Bullough, Jr 2017
Chapter 19 © Matthew N. Sanger 2017
Chapter 20 © Alison Cook-Sather & Kira J. Baker-Doyle 2017
Chapter 21 © Mark Boylan 2017
Chapter 22 © Luciano Gasser & Wolfgang Althof 2017
Chapter 23 © Robert Thornberg 2017
Chapter 24 © Sandra Cooke 2017
Section V Introduction © Roland W. Mitchell 2017
Chapter 25 © Geert Kelchtermans & Eline Vanassche 2017
Chapter 26 © Mary Louise Gomez & Amy Johnson Lachuk 2017
Chapter 27 © Michael Vavrus 2017
Chapter 28 © Roland W. Mitchell, Sara C. Wooten, Kerii Landry-Thomas & Chaunda A. Mitchell 2017
Section VI Introduction © Juanjo Mena 2017
Chapter 29 © Juanjo Mena, Paul Hennissen & John Loughran 2017
Chapter 30 © Fred A.J. Korthagen 2017
Chapter 31 © Gary Harfitt & Cheri Chan 2017
Chapter 32 © Jan H. van Driel & Amanda K. Berry 2017
Chapter 33 © Doron Zinger, Tamara Tate & Mark Warschauer 2017
Chapter 34 © Viv Ellis & Meg Maguire 2017
Chapter 35 © Jae Major & Jo-Anne Reid 2017
Section VII Introduction © Cheryl J. Craig 2017
Chapter 36 © Quan Xu, Simmee Chung & Yi Li 2017
Chapter 37 © Wing On Lee & Maria Manzon 2017
Chapter 38 © Tony Brown 2017
Chapter 39 © Lee Schaefer, lisahunter & Shaun Murphy 2017
Chapter 40 © Robyn Ewing 2017
Chapter 41 © Elina Wright & Andrew Wright 2017
Chapter 42 © Bonnie Watt 2017
Chapter 43 © Robert V. Bullough, Jr & Kendra M. Hall-Kenyon 2017
Chapter 44 © Kirsi Tirri & Sonja Laine 2017
Section VIII Introduction © Auli Toom 2017
Chapter 45 © Sigrid Blömeke & Gabriele Kaiser 2017
Chapter 46 © Auli Toom 2017
Chapter 47 © Jan van Tartwijk, Rosanne Zwart & Theo Wubbels 2017
Chapter 48 © Elaine Munthe & Paul F. Conway 2017
Chapter 49 © Sue Catherine O'Neill 2017
Chapter 50 © Monica Miller Marsh & Daniel Castner 2017
Section IX Introduction © Mistilina Sato 2017
Chapter 51 © Robert Klassen, Tracy Durksen, Fiona Patterson & Emma Rowett 2017
Chapter 52 © Jeanne Maree Allen 2017
Chapter 53 © Susan M. Brookhart 2017
Chapter 54 © Mistilina Sato & Sara Kemper 2017
Chapter 55 © Bronwen Cowie & Beverley Cooper 2017
Chapter 56 © Surette van Staden & Brigitte Smit 2017
Chapter 57 © Valerie Farnsworth 2017
Section X Introduction © Stefinee Pinnegar 2017
Chapter 58 © Jean Murray 2017
Chapter 59 © Robert Kleinsasser 2017
Chapter 60 © Linor L. Hadar & David L. Brody 2017
Chapter 61 © Stefinee Pinnegar & Mary Lynn Hamilton 2017
Section XI Introduction © Beatrice Ávalos 2017
Chapter 62 © Craig Deed 2017
Chapter 63 © Katherina A. Payne & Ken Zeichner 2017
Chapter 64 © Beatrice Ávalos & Paula Razquin 2017
Chapter 65 © Lynn Paine, Elena Aydarova & Iwan Syahril 2017
Chapter 66 © Brooke Madden & Florence Glanfield 2017
Section XII © Jukka Husu & D. Jean Clandinin 2017
Chapter 67 © Jukka Husu & D. Jean Clandinin 2017
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Library of Congress Control Number: 2017943498
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
Working Editorial Board[Page ii]
Janice Huber, Canada
Juanjo Mena, Spain
Jerry Rosiek, USA
Mistilina Sato, USA
Auli Toom, FinlandEditorial Advisory Board
Beatrice Ávalos, Chile
Douwe Beijard, Netherlands
Gavin Brown, New Zealand
Robert V. Bullough, Jr, USA
Rosie LeCornu, Australia
Effie Maclellan, UK
Elaine Munthe, Norway
Lily Orland-Barak, Israel
Brigitte Smit, South Africa
Quan Xu, China
Ji-Sook Yeom, Korea
Ken Zeichner, USA
List of Figures[Page xii]
- 4.1 Role of Evaluation Research in Teacher Education Programs: Current Tendencies 85
- 8.1 A model of teacher learning and professional development 146
- 8.2 A multi-layer model of teacher learning and student learning 150
- 12.1 Post-modern/colonial/structural identity perspectives 214
- 30.1 The three-level model and the accompanying learning processes 533
- 30.2 The ALACT model 538
- 33.1 Technological pedagogical content knowledge model 581
- 35.1 A culturally relevant teacher education pedagogy (CRTEP) 615
- 45.1 Personal, situational and social determinants of the development of teachers’ professional competencies 785
- 45.2 Enriched model of teacher competence 793
- 45.3 Conceptual model of the social context and the development of professional competencies 795
- 46.1 Dimensions of teacher competence in terms of teacher knowledge and the work of teaching 814
- 47.1 Interconnected Model of Teacher Professional Growth (IMTPG) 829
- 51.1 Model of relationship between academic attributes, background experience, and non-academic attributes in prediction of performance in ITE (Initial Teacher Education) and teaching behaviors 897
- 51.2 Model of Situational Judgment Tests (SJTs) as a tool to assess implicit and explicit beliefs, motives, traits, and dispositions 904
- 52.1 Conceptual framework 913
- 54.1 Points along the teaching career continuum where assessments serve as filters for advancing a person into and along a teaching career 945
List of Tables[Page xiii]
- 4.1 Report of survey results 77
- 5.1 Overview of teacher preparation programme provision in Ireland, Finland and Singapore 94
- 21.1 Orientations towards social justice in teacher education 371
- 22.1 Moral educational competence profiles 395
- 29.1 Epistemological thinking model based on teachers’ knowledge and beliefs 516
- 51.1 Example of scenario for a Situational Judgment Test (SJT) 905
- 54.1 Professional teaching standards across five jurisdictions 948
- 54.2 Percentage of teachers receiving feedback from various personnel and sources of feedback data 953
- 54.3 Comparative dimensions of competency vs. professional standards-based teacher education 958
Notes on the Editors and Contributors[Page xiv]The Editors
D. Jean Clandinin is Professor Emeritus and Founding Director of the Centre for Research for Teacher Education and Development at the University of Alberta, Canada. A former teacher, counsellor, and psychologist, she is author or co-author of 17 books and many articles and book chapters. Her first book, Classroom Practice: Teacher Images in Action, was based on her doctoral research. Other books were based on research into teachers’ and children's experiences in and out of schools such as Composing Diverse Identities and Places of Curriculum Making. She co-authored Composing Lives in Transition (2013), a narrative inquiry of the experiences of youth who left school before graduating, and Narrative Conceptions of Knowledge based on research around early career teacher attrition. She authored three books on narrative inquiry, Narrative Inquiry, Engaging in Narrative Inquiry and Engaging in Narrative Inquiry with Children and Youth. Her books have won outstanding book awards from Divisions and Special Interest Groups of the American Educational Research Association. She is the winner of many awards from the American Educational Research Association, the International Study Association of Teachers and Teaching, the Canadian Education Association and the Canadian Association of Teacher Education. Currently she is working on research into the educational experiences of Aboriginal youth and families, familial school readiness practices of indigenous families and a study of the relational ethics of narrative inquiry. Within the field of education, Dr Clandinin's research has had a profound impact upon the related areas of teacher knowledge, teacher education and narrative inquiry. Her research on teachers’ personal practical knowledge has altered our understanding of the role that teachers play in curriculum making in their classrooms and of the need for incorporating this knowledge into teacher education programs. She has been instrumental in the development of narrative inquiry as a methodology for conducting research in the social sciences.
Jukka Husu is Professor of Teacher Education and Associate Dean in the Faculty of Education at the University of Turku, Finland, where he has worked since 2009. Before he started his career as teacher educator and researcher, he worked as a Primary School Teacher. Formerly, in academia, Dr Husu has worked as Research Associate, Senior Lecturer, and Professor of Education at the University of Helsinki. His research focuses on teachers’ pedagogical knowledge, [Page xv]reflection and ethical judgement in teaching. Throughout his work, he has emphasized the need for incorporating these areas of knowledge and skills into teacher education and teacher learning. Dr. Husu has published extensively in the above areas, including book chapters, international journals and academic texts. He is a member of the Editorial Board of Teaching and Teacher Education and an Associate Editor in Teachers and Teaching: Theory and Practice. Currently, his research at the Centre for Learning and Instruction (CeRLI) focuses on the development of teachers’ knowledge and skills and how ways of teaching can support student learning.The Contributors
Jeanne Maree Allen is an Associate Professor of Teacher Education at Griffith University, Australia. She has worked in tertiary education since 2005 after an extensive career in secondary teaching and school leadership. She researches teacher education, school–university partnership, standardized educational contexts, teacher identity and student retention, and has developed an international research profile with over sixty peer reviewed publications including three books. Jeanne was an associate editor for Higher Education Research and Development from 2010 to 2015 and is currently the co-editor of the Asia-Pacific Journal of Teacher Education. She is a member of the Griffith Institute for Educational Research and is co-leader of the Teacher Education Program.
Wolfgang Althof (Dr. phil.) is the Teresa M. Fischer Endowed Professor in Citizenship Education at the University of Missouri–St Louis (UMSL) in USA. His research interests focus on moral/character and civic/citizenship education, student participation and school democracy. He co-directs (with Marvin W. Berkowitz) the Center for Character and Citizenship at UMSL: https://characterandcitizenship.org/. For the term 2013–2016, he was the President of the Association for Moral Education (AME).
Beatrice Ávalos holds a PhD from St Louis University, USA and is currently an Associate Researcher at the Centre for Advanced Research in Education, University of Chile, where she leads a research group on teacher-related topics. She is the recipient of the 2013 National Prize in Educational Sciences from the Chilean government. Formerly, she was Senior Lecturer at the University of Wales, Cardiff and Professor of Education at the University of Papua New Guinea, and more recently she coordinated the application in Chile of the IEA TEDS-M study on teacher education and participated in the Latin American UNESCO review of teacher policies. She has carried out consultancy work for several international organizations and is a member of the ILO/UNESCO Committee of Experts on the Application of the Recommendations Concerning Teacher Personnel and the [Page xvi]IIEP Research Advisory Council. She has published extensively on teachers, education policy and educational development both in Spanish and English.
Elena Aydarova is Assistant Professor of Social Foundations at Auburn University in Auburn, Alabama, USA. Positioned at the intersections of comparative and international education, anthropology of education, and educational policy, her interdisciplinary research examines the interactions between global social change and the work of teachers, teaching, and teacher education through the lens of equity and social justice. Her projects have explored teacher education reforms in Russia and the US, internationalization of education, teacher retention, as well as commercialization of teacher preparation. Throughout her career, Elena has taught in the United States, Ukraine, China, and the United Arab Emirates.
Kira J. Baker-Doyle is an Associate Professor of Education and the Director of Master's and Certificate degree programmes at Arcadia University School of Education, USA. Her research focuses on teachers’ social networks (online and face-to-face), professional development, and civic engagement. She is the author of The Networked Teacher: How Beginning Teachers Build Social Networks for Professional Support (2011) and a forthcoming book with Harvard Education Press, Transformative Teachers: Teacher Leadership and Learning in a Connected World. Baker-Doyle is the co-founder of the Connected Learning certificate programme at Arcadia, and conducts workshops and talks for practitioners and scholars on teacher professional learning, civic community engagement, and social network development.
Clive Beck is a Professor in the Department of Curriculum, Teaching and Learning at OISE/University of Toronto in Canada, teaching both pre-service and graduate courses. He is currently conducting an SSHRC longitudinal study of 40 teachers, of whom 19 began teaching in 2004 and 21 in 2007. His books include Better Schools (1990), Learning Values in Adulthood (1993), Innovations in Teacher Education (2006), Priorities in Teacher Education (2009) and Growing as a Teacher (2014), the last three with Clare Kosnik. He has served as Chair of Graduate Studies at OISE and President of the American Philosophy of Education Society.
Douwe Beijaard is Professor of Professional Learning and former Dean of the Eindhoven School of Education (ESoE) of the Eindhoven University of Technology, the Netherlands. Before he started his career as teacher educator and researcher, he worked as a teacher in a secondary school. In 2014 and 2015 he was visiting professor at the Faculty of Education of the University of Turku, Finland. His research interests focus in particular on (student) teacher learning and professional development, and the identity, quality and assessment of teaching and teachers. He was an executive editor of Teachers and Teaching: Theory and Practice and is a member of the international editorial board of Teaching and Teacher Education.[Page xvii]
Amanda K. Berry is a Professor of Education in the School of Education at Royal Melbourne Institute of Technology University, Australia. Amanda's work focuses on the development of teachers’ knowledge and the ways in which that knowledge is shaped and articulated through teacher preparation, beginning teaching and in-service learning. Amanda has a particular interest in researching the specialist knowledge and practices of science teachers and science teacher educators. Amanda has published extensively in the above areas, including Handbook chapters, international journals and academic texts. She is currently Editor of Studying Teacher Education and Associate Editor of Research in Science Education.
Sigrid Blömeke is Director of the Centre for Educational Measurement at the University of Oslo (CEMO), Norway. Previously, she was a professor at the universities in Hamburg and Berlin, Germany, as well as a visiting professor at Michigan State University, USA. She holds a PhD in sociology and a Habilitation in education. Her research has focused on international studies of teacher education and the assessment of teacher knowledge and skills. She is currently examining the development of preschool teachers’ knowledge and skills and how these are related to performance in preschool and children's cognitive development. In 2016, she received the Distinguished Research Award from the German Educational Research Association (GERA).
Mark Boylan is a Professor of Education at the Sheffield Institute of Education, Israel, Sheffield Hallam University, UK, where he leads the Practice, Innovation and Professional Learning Research Group. His background is in secondary mathematics teaching and then teacher education. He has developed programmes and curricula to address issues of social justice in mathematics teacher education and in school mathematics, particularly in relation to segregation of learners by perceived ability. One strand of this is to use arts-based approaches informed by his training as a sociodramatist and movement teacher. He undertakes research into and evaluation of national professional and curriculum development programmes in mathematics education as well as other curriculum areas.
David L. Brody (DHL) is an Assistant Professor at Efrata College of Education, Israel, where he serves as Academic Dean and Chair of the Early Childhood Department. His research focuses on professional development of teacher educators, the use of the community of learners as a format for professional development, supporting early childhood educators in dealing with emotionally laden topics, and gender balance in early childhood education. His book: Men Who Teach Young Children: An International Perspective (2014) represents a milestone in research on gender balance in early childhood education. Among his other publications are: ‘From Isolation to Symphonic Harmony: Building a Professional Development Community among Teacher Educators’ (Teaching and Teacher Education); ‘The Interaction between Group Processes and Personal [Page xviii]Professional Trajectories in a Professional Development Community for Teacher Educators’ (Journal of Teacher Education); ‘Talk about Student Learning: Promoting Professional Growth among Teacher Educators’ (Teaching and Teacher Education); ‘The Construction of Masculine Identity among Men who Work with Young Children, an International Perspective’ (European Early Childhood Education Research Journal).
Susan M. Brookhart, PhD, is an independent educational consultant, professional developer, author and Professor Emerita in the School of Education at Duquesne University, USA, where she previously served as a full-time professor and department chair. Her interests include the role of formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading. She was the 2007–2009 editor of Educational Measurement: Issues and Practice, a journal of the National Council on Measurement in Education. She is the author or co-author of 17 books and over 70 articles and book chapters on classroom assessment, teacher professional development and evaluation. She serves on several editorial boards and research advisory panels. She received the 2014 Jason Millman Award from the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE) and the 2015 Samuel J. Messick Memorial Lecture Award from the Educational Testing Service.
Gavin T.L. Brown, PhD, is Professor of Education and Director of the Quantitative Data Analysis and Research Unit (Quant-DARE) in the Faculty of Education and Social Work at the University of Auckland, New Zealand. His research focus is on school-based assessment, informed by psychometric theory, with a special focus on the psychology of teacher and student responses to assessment. Specifically, he seeks to determine which beliefs and attitudes most powerfully influence practices of assessment and increased academic performance. After being a secondary school teacher in New Zealand for ten years, Gavin was a standardized test developer for NZCER and the Assessment Tools for Teaching and Learning (asTTle) Project. He conducts multivariate statistical research (including confirmatory factor analysis; structural equation modelling, item response theory; and longitudinal latent curve modelling), with a special interest in cross-cultural differences. He is lead editor of the 2016 Handbook of Human and Social Conditions in Assessment (Routledge).
Tony Brown is Professor of Mathematics Education. He leads the research group Building Research in Teacher Education and co-leads the Centre for Mathematics and Science Education. His research focuses on contemporary social theory in mathematics education. He also works with professionals researching their practice within doctoral studies. Tony has published eight books most recently Mathematics Education and Subjectivity and Becoming a [Page xix]Mathematics Teacher A new book, Teacher Education in England: A Critical Interrogation of School-based Training, is forthcoming. Educational Studies in Mathematics, the world's leading journal in the field of mathematics education, has published thirteen of his papers. He has recently convened three conferences on Mathematics Education and Contemporary theory, and edited associated Special Issues of ESM. Tony was educated at Kent, Exeter and Southampton. He taught at Holland Park School in London and at the Teachers College in Dominica. He moved to MMU in 1989, becoming a professor in 2000. He spent two years at the University of Waikato where he was the first Professor of Mathematics Education in New Zealand.
Robert V. Bullough, Jr is Professor of Teacher Education and Associate Director of the Center for the Improvement of Teacher Education and Schooling (CITES), McKay School of Education, Brigham Young University, USA. He is also a Humanities Center Fellow at Brigham Young University and Emeritus Professor of Educational Studies, University of Utah. His research interests include teacher education, curriculum studies, history of progressive education and, most recently, early childhood education. His most recent book is Adam's Fall: Traumatic Brain Injury (2011). A new book with Kendra Hall-Kenyon, Preschool Teachers’ Lives and Work: Stories and Studies from the Field, is in press with Routledge.
Daniel Castner is an Assistant Professor at Bellarmine University in Louisville, Kentucky, USA. His scholarly interests include critical approaches to early childhood education, curriculum development and teacher education. Prior to entering higher education, Daniel taught kindergarten for fifteen years.
Cheri Chan is an Assistant Professor in the Faculty of Education, the University of Hong Kong, Hong Kong. She teaches a wide range of courses for the Faculty's undergraduate and postgraduate teacher education programmes. Cheri began her career as an English language teacher in 1999 and taught students across all levels at different schools before she joined the University in 2006. As a teacher educator, Cheri has supported many teachers in the Hong Kong community through different school–university partnership projects. Cheri is interested in teacher education research. In particular, her studies draw on critical social theories to understand the complexities of how language teachers learn together as professionals. Her areas of research include teacher mentoring, collaboration in education and language teacher identities.
Sue Cherrington, PhD, is a Senior Lecturer in the Faculty of Education, Victoria University of Wellington, New Zealand. She has an extensive background in early childhood teacher education, and previously taught in New Zealand kindergartens. Sue's research interests are focused on early childhood teachers’ professional and pedagogical practices in the areas of teacher thinking and reflection, [Page xx]including the use of video to support collective thinking and reflection; teacher professional learning, particularly through professional learning communities; teachers’ ethical and professional experiences and practices; and teachers’ professional and pedagogical responses to working with diverse children and families.
Simmee Chung, PhD, is an Assistant Professor in the Faculty of Education at Concordia University of Edmonton, Canada. Chung's research and publications are informed by 15+ years of experience as a teacher and in educational leadership, including her role as a literacy curriculum coordinator and consultant within urban schools situated across western Canada. Based on the diverse needs and interests of children, families, and educators, she has led numerous professional learning communities and presented in-services and workshop opportunities to support teaching and learning. Recognizing her passion for teaching and contributions to the field of education, she was awarded the Minister of Education's Excellence in Teaching Award. Her research interests include: intergenerational and multi-perspectival narrative inquiries with children, families, and teachers; belonging as interwoven with identity making; inclusive education; student and family engagement; and teacher education.
Paul F. Conway is a Professor in the School of Education, University of Limerick, Ireland. With a background in educational psychology (PhD, Michigan State University), his research interests are in teacher learning, teacher education policy and learning theories, with recent publications in the British Educational Research Journal, Teachers andTeaching and Pedagogy, Culture and Society. He is a former President (2008–2010) of the Educational Studies Association of Ireland (ESAI), co-chair of EARLI's SIG on Teaching and Teacher Education (2004–2008), and has been a member of both the Council of the European Education Research Association (2006–2008) and the World Education Research Association (2009–2013) on behalf of ESAI. He is currently joint General Editor of Irish Educational Studies. He led a large-scale international comparative study on ITE Learning to Teach and its Implications for the Continuum of Teacher Education: Nine-Country Cross National Study (commissioned by Ireland's Teaching Council) (2009).
Sandra Cooke is a Lecturer on the BA Education programme in the School of Education, University of Birmingham, UK. Her recent research interests include understanding the place of virtue in good teaching and how teachers can be supported and developed in their work, having been Principal Investigator for The Good Teacher: Understanding Virtues in Practice project (http://www.jubileecentre.ac.uk/1568/projects/previous-work/the-good-teacher). Prior to joining the Jubilee Centre, Sandra's work focused on overcoming educational inequalities, including as Head of Widening Participation at the University of Birmingham and as Education Policy Officer for NASUWT, one of the main teaching unions in the UK.[Page xxi]
Alison Cook-Sather is the Mary Katharine Woodworth Professor of Education at Bryn Mawr College and Director of the Teaching and Learning Institute at Bryn Mawr and Haverford Colleges, USA. Supported by grants from the Ford Foundation, The Arthur Vining Davis Foundations, and The Andrew W. Mellon Foundation, she has developed internationally recognized programmes that position students as pedagogical consultants to prospective secondary teachers and to practising college faculty members. She has published over 80 articles and book chapters and given as many keynote addresses and other presentations around the world. Her books include Engaging Students as Partners in Learning & Teaching: A Guide for Faculty (2014), Learning from the Student's Perspective: A Sourcebook for Effective Teaching (2009), International Handbook of Student Experience in Elementary and Secondary School (2007), and Education is Translation: A Metaphor for Change in Learning and Teaching (2006).
Beverley Cooper is the Associate Dean, Teacher Education, the University of Waikato, Hamilton, New Zealand. Beverley's research is focused on teacher education programme development and implementation. Current projects are investigating the development of shared understanding of practicum judgements between school and university, the development of mathematical thinking across an Initial Teacher Education programme for a teacher's professional role, and the development of innovative practicum and programme collaborative partnerships between the university and schools. She has been involved in a number of large national research projects focused on the development of expertise in teacher education programmes such as assessment capability and curriculum.
Bronwen Cowie, PhD, is Professor and Director of the Wilf Malcolm Institute of Educational Research at the University of Waikato, Hamilton, New Zealand. Her research interests are in assessment for learning, classroom interaction, student voice, curriculum development and implementation, and culturally responsive pedagogy and assessment in science education. She has completed a number of large national research projects as well as in-depth classroom studies where she has worked collaboratively with teachers and students to understand and enhance teaching and learning for primary and secondary age students.
Cheryl J. Craig is a Professor and the Houston Endowment Endowed Chair of Urban Education in the College of Education and Human Development at Texas A&M University, USA. Her research revolves around context and how it influences what pre-service and inservice teachers come to know, do, and be in community with one another. She is an American Educational Research (AERA) Fellow, an AERA Division B (Curriculum) Lifetime Career awardee and a recipient of the Michael Huberman Award for her Outstanding Contributions to Understanding the Lives of Teachers. She has also received three outstanding paper awards: two from AERA and one from the International Study Association on Teachers and Teaching.[Page xxii]
Beverly E. Cross is the Moss Chair of Excellence in Urban Education at the University of Memphis, USA. Cross is nationally recognized for her record of teaching, research, scholarship, and service in urban education. She has conducted research in the areas of teacher diversity, urban education, multicultural and anti-racist education, and curriculum theory, and she has written frequently on urban education, particularly concerning issues of race, class, and culture in urban schools and achievement. Her research has appeared in such publications as Theory into Practice, Journal of Curriculum and Supervision, Education Leadership, International Journal of Educational Reform, and TheUrban Review.
Craig Deed is an Associate Professor in Education, School of Education, College of Arts, Social Science and Commerce, La Trobe University, Australia. His research interests include the interaction between space, teaching and learning at all levels of education. This includes investigation into educator adaptation and student participation in flexible, open and virtual space, innovative and future pedagogical approaches in higher education, and the changing identity and role of academics in higher education. Recent research has focused on the relationship between pedagogy and effective use of new physical and virtual learning space in secondary schools in low socioeconomic contexts. He has been involved in several Australian Research Council grants in the area of increasing educational opportunity for students living in low socioeconomic areas of regional Australia. He has published over 30 academic papers and book chapters that have had productive impacts on school and higher education pedagogy, workplace innovation, and reform.
Rose Dolan is a Lecturer in the Department of Education at Maynooth University, Ireland. She joined MU Department of Education in 2003, where she lectures on pedagogical strategies and critical reflection in education. Her PhD from the University of Cambridge, UK, focused on the teacher educators’ professional development.
Tracy Durksen is a Postdoctoral Research Fellow in the School of Education at the University of New South Wales, Australia. Her research focuses on professional learning across career phases and teachers’ interpersonal skills, motivation and engagement. Her programme of research involves studying the use of situational judgement tests as (1) a selection method that can help assess non-academic attributes (such as empathy and adaptability) of prospective and novice teachers and (2) an educational tool for teachers’ professional learning.
Anne Edwards is a Former Teacher and Teacher Educator, whose 1984 PhD focused on the agency of young children in pre-school settings. She is currently Professor Emerita at the University of Oxford Department of Education, UK, where she set up the Oxford Centre for Sociocultural and Activity Theory [Page xxiii]Research (OSAT). She has researched teacher education and professional learning and written extensively on these topics over the last 30 years. Most recently her work has drawn on cultural-historical ideas to explain how professionals develop and deploy relational expertise in their work with other practitioners, children and families. She has received Honoris Causa degrees from the Universities of Helsinki and Oslo for her work in this area. She is currently involved in research studies in Denmark, Norway and the UK.
Viv Ellis is Professor of Educational Leadership and Teacher Development in the School of Education, Communication and Society at King's College, London, UK. His academic interests include teacher education and development, cultural-historical activity theory and practice-developing research. His most recent book (with Jane McNicholl) is Transforming Teacher Education: Reconfiguring the Academic Work (2015). He is also a Professor II at Western Norway University of Applied Sciences and a Visiting Researcher at Teachers’ College, Columbia University.
Robyn Ewing is Professor of Teacher Education and the Arts at the University of Sydney, Australia. She teaches in the areas of curriculum, English and drama, language and early literacy development. Robyn is passionate about the arts and education and the role quality arts experiences and processes can and should play in creative pedagogy and transforming the curriculum at all levels of education. In the areas of English, literacy and the arts, Robyn's research has particularly focused on the use of educational or process drama with authentic literary texts to develop students’ imaginations and critical literacies. She has been published widely in this area. Her current research interests also include teacher education, especially the experiences of early-career teachers and the role of mentoring; sustaining curriculum innovation; and evaluation, inquiry and case-based learning. She is particularly interested in innovative qualitative research methodologies, including the role of the arts in educational research.
Valerie Farnsworth has a background in Linguistics, Sociology and Education. Her PhD focused on teacher identity and social justice. Since completing her PhD in 2006, her research interests have spanned the interplay between identity, curriculum, pedagogy and assessment and the ways these can support and also hinder learning and transitions. She is currently Lecturer in Curriculum Studies in the Leeds Institute of Medical Education in England where she is involved in developing and researching curricular innovations to support the learning and development of students becoming medical professionals.
Ryan Flessner is an Associate Professor of Teacher Education at Butler University in the USA. His teaching and research interests include elementary and early childhood education, teacher education, mathematics education, [Page xxiv]practitioner inquiry, and issues of equity, diversity and social justice. Dr Flessner is an Associate Academic Editor for The Educational Forum and serves on the Editorial Advisory Board for The New Educator. He has edited two books – Creating Equitable Classrooms Through Action Research (with Cathy Caro-Bruce, Mary Klehr and Kenneth Zeichner) and Agency in Teacher Education: Reflection, Community, and Learning (with Grant Miller, Kami Patrizio and Julie Horwitz) – and has written articles for journals such as Action in Teacher Education, Action Research, Educational Action Research, The Educational Forum, The New Educator and Science Education International.
Luciano Gasser, PhD, is Professor at the University of Teacher Education Lucerne, Switzerland. His research interests focus on social and moral development, moral education, classroom observations and teaching quality.
Florence Glanfield is of Métis ancestry and a professor and department chair in the Department of Secondary Education, Faculty of Education, University of Alberta, Canada. Florence's research interests include teacher education, mathematics teacher education and development, Indigenous curriculum perspectives, and relational approaches to research. Florence engages in research and teacher development with primary and secondary school teachers in urban and rural schools nationally and internationally.
Tristan Gleason is an Assistant Professor in the Department of Education at Moravian College, USA. He teaches courses on science education and educational foundations, emphasizing the intersections between the sciences, teacher education and social justice. His scholarship draws on resources from pragmatic philosophy and feminist and anti-colonial Science and Technology Studies to interrogate the political and ontological relationships between science education and democracy. His writing will appear in the forthcoming book Critical Voices in Science Education, and in a special issue of the journal Discourse: Studies in the Cultural Politics of Education on rethinking the role of STEM in the philosophy of education.
Mary Louise Gomez is Professor of Literacy Studies and Teacher Education in the Department of Curriculum & Instruction at the University of Wisconsin-Madison, USA. The Masters of Science in Professional Education or MSPE courses she teaches are Teaching Diverse Learners and Current Issues in Education. Her research focuses on the intersections of race, class, gender, ability, sexual orientation, language background, and teaching and learning.
Linor L. Hadar, PhD, is a Senior Lecturer (Assistant Professor) at Beit-Berl College of Education and a Teaching Fellow at the University of Haifa, Israel. Her research focuses on the study of pedagogy, with special emphasis on ‘planned’ and ‘implemented’ pedagogy (or the implementation of various pedagogies) and [Page xxv]their relations. Within this, her research scholarship addresses the professional learning of teachers and teacher educators. Among her publications are: ‘From Isolation to Symphonic Harmony: Building a Professional Development Community among Teacher Educators’ (in Teaching and Teacher Education, 2010); ‘The Interaction between Group Processes and Personal Professional Trajectories in a Professional Development Community for Teacher Educators’ (in Journal of Teacher Education, 2013); ‘Talk about Student Learning: Promoting Professional Growth among Teacher Educators’ (in Teacher and Teaching Education, 2016); ‘Professional Development for Teacher Educators in the Communal Context: Factors which Promote and Hinder Learning’ (in Professional Learning in Education, Academia Press, 2016); ‘Trajectories of Pedagogic Change: Learning and Non-learning among Faculty Engaged in Professional Development Projects’ (in Pedagogic Frailty and Resilience in the University, Sage, 2017).
Kendra M. Hall-Kenyon is a Professor of Early Childhood Education at Brigham Young University, USA. Her research interests include early literacy instruction and assessment, and early childhood teacher education. Recently completing a multi-year project on early childhood teacher well-being, a new book written with Robert Bullough, Preschool Teachers’ Lives and Work: Stories and Studies from the Field, is in press with Routledge.
Mary Lynn Hamilton, Professor in Curriculum & Teaching, University of Kansas, USA, combines research interests in teachers’ professional knowledge, issues of social justice, and the self-study of teaching and teacher education practices. She is a co-editor of the International Handbook of Teacher Education (2016), a co-editor of the International Handbook of Self-Study of Teaching and Teacher Education Practices (2004) and a co-author of Self-Study of Practice as a Genre of Qualitative Research: Theory, Methodology, and Practice (2009).
Gary Harfitt is an Associate Professor in the Faculty of Education, the University of Hong Kong, Hong Kong. He is currently Assistant Dean for Experiential Learning in the Faculty and coordinates a number of local and regional experiential projects at undergraduate and postgraduate level. Gary has been teaching in Hong Kong since 1989 and worked as a secondary school teacher and English department head before joining HKU in 2002. He teaches courses on pedagogy, the teaching of literature and language arts in English and effective teaching in small classes at undergraduate, postgraduate and Master's levels. His research interests include the experiences of early career teachers, the effectiveness of small-class teaching, hearing the student voice, and good practice in English language teaching.
Kal Heer is a Doctoral Candidate in Educational Studies at the University of British Columbia, Canada. His dissertation focuses on Sikh youth and the ways [Page xxvi]discourses about gender, race and religion intersect to constitute and constrain Sikh identities in multicultural contexts. In addition he has published on topics in social justice pedagogy, teacher education, gender studies and philosophy of education.
Paul Hennissen is Professor in school-based teacher education at the Department of Education at Zuyd University of Applied Sciences and at Fontys University of Applied Sciences in Sittard, the Netherlands. His research focuses on the relation between theory and practice within teacher education, mentoring, professional learning communities, and the professional development of the teacher (educator). Paul worked as a teacher in primary and secondary education and as a teacher educator in different subjects.
Janice Huber is Professor and Director in the Centre for Research for Teacher Education and Development (CRTED), Faculty of Education, University of Alberta, Canada. Her background in teacher education and development includes authentic assessment, children's curriculum-making worlds, cultural diversity and social studies, curriculum development and integration, early childhood education, narrative inquiry, and qualitative research. As a narrative inquirer, Janice has engaged in inquiry alongside children, youth, families, teachers, principals and Indigenous Elders.
Gabriele Kaiser is a full Professor for mathematics education at the Faculty of Education of the University of Hamburg, Germany. She holds a Master's degree as a teacher for mathematics and humanities for lower and upper secondary level, a PhD in mathematics education and a Habilitation in education, which was funded by a postdoctoral research grant awarded by the German Research Society (DFG). Her areas of research include modelling and applications in school, international comparative studies, gender and cultural aspects in mathematics education, empirical research on teacher education and teachers’ professional competencies. Since 2005 she has served as Editor-in-chief of ZDM Mathematics Education published by Springer. Furthermore, she is Convenor of the 13th International Congress on Mathematics Education (ICME-13).
Geert Kelchtermans studied philosophy and educational sciences at the University of Leuven, Belgium, where he obtained a PhD in 1993 with a study on teachers’ professional development from a narrative-biographical perspective. He is now a full Professor at the same university and head of the Centre for Innovation and the Development of Teacher and School (in the Education and Training Research Unit). His research focuses on the interplay between individual educational professionals (teachers, principals, teacher educators) and their professional development on the one hand and their organizational and institutional working conditions on the other. He is an editorial board member of several international journals and also a board member of InFo-TED International Forum on Teacher Educator Development.[Page xxvii]
Sara Kemper is a doctoral candidate in Education Policy and Leadership at the University of Minnesota-Twin Cities, USA. She is a Teaching Fellow in the University's initial teacher licensure program and a former 5th grade teacher. Sara's research interests include teacher leadership, schools as workplaces, and teacher professional learning. Her dissertation investigates the characteristics of work life and teaching practice in US teacher-led schools.
Robert Klassen is Professor and Chair of Psychology in the Education Research Centre, and Director of Research in the Department of Education at the University of York in the UK. His research background is in motivation, engagement and emotions in school settings. He currently focuses on applying educational psychology research to the problem of teacher selection. Rob has numerous international collaborations, and his work is funded by a European Research Council Consolidator Grant. Before entering academia, Rob worked as a teacher and school psychologist in Canada and is a Chartered Psychologist in the UK.
Robert Kleinsasser is a Teacher Educator in the USA with interests in the sociology of teachers and second language pedagogy. He is currently the (inaugural) Book Review Editor for The Journal of Educational Research and an Associate Editor for Teaching and Teacher Education: An International Journal of Research and Studies. His current research with colleagues considers online teaching, learning and professional development including recent articles in TechTrends, Language Learning & Technology, and 英語教學 English Teaching & Learning. He is also a member of a writing group that has published in the area of teacher education and professional development including recent articles in The Educational Forum, Journal of Education for Teaching International Research and Pedagogy and Interchange: A Quarterly Review of Education.
Fred A.J. Korthagen is a Professor Emeritus of Utrecht University, the Netherlands and Director of the Korthagen Institute for Professional Development. He has chaired two university teacher education programs in the Netherlands. His academic fields are the professional development of teachers and teacher educators, the pedagogy of teacher education, and more particularly, core reflection and strengths-based coaching. He published numerous articles and books on these topics, in various languages, and gave keynotes on conferences and workshops all over the world. Fred received awards for his publications from the American Educational Research Association (AERA) and the Association of Teacher Educators (ATE). In 2015, he became Fellow of AERA, ‘to honor excellence in research'.
Clare Kosnik is Professor at the Ontario Institute for Studies in Education/University of Toronto, Canada and Director of the Jackman Institute of Child Study. She is currently conducting a study of 28 literacy teacher educators in four [Page xxviii]countries (Canada, USA, England and Australia). Her authored books include: Innovations in Teacher Education (2006); Priorities in Teacher Education (2009); Teaching in a Nutshell (2011); and Growing as a Teacher: Goals and Pathways of Ongoing Teacher Learning (2014) (co-authored with Clive Beck). She was recently the lead editor of the texts Literacy Teacher Educators: Preparing Student Teachers for a Changing World (2013) and Building Bridges: Rethinking Literacy Teacher Education in a Digital Era (2016).
Amy Johnson Lachuk was an Associate Professor with tenure at Hunter College in New York City. She relinquished her position and became an independent scholar in 2016, moving to Madison, Wisconsin with her family.
Sonja Laine is a postdoctoral researcher at the Faculty of Educational Sciences at the University of Helsinki, Finland. Her main research interests are gifted education, teachers’ and students’ mindsets in learning, and teacher education. She has published her research in international educational journals such as High Ability Studies and Journal for the Education of the Gifted. She also has years of experience in working as an elementary school teacher.
Kerii Landry-Thomas is a Doctoral Candidate at Louisiana State University, USA, in Educational Leadership and Research with a concentration in Higher Education Administration. She is a former assistant public defender in Baton Rouge, Louisiana and currently a research assistant for Dr. Roland Mitchell, Associate Dean for Research & Academic Services. Her scholarly contributions include ‘Breaking the Pipeline: Using Restorative Justice to Lead the Way', a chapter which appeared in Varnet et al. (eds.), Understanding, Dismantling, and Disrupting the Prison–to-School-Pipeline (2016). Her research interests include race and gender in higher education, and the intersection of law and education. Kerii holds a BS from Louisiana State University and a Juris Doctor from Southern University.
Wing On Lee is Chair Professor of Comparative Education and a Vice President at the Open University of Hong Kong, and Honorary Distinguished Professor at Zhengzhou University, China. He had previously served as Dean of Education Research and Professor Education at National Institute of Education, Singapore; Vice President (Academic) & Deputy to President, Acting President and Chair Professor of Comparative Education, Founding Dean of the School of Foundations in Education, Head of two Departments and Centre for Citizenship Education at the Hong Kong Institute of Education; Professor of Education at the University of Sydney; and Founding Director of Comparative Education Research Centre at the University of Hong Kong. Prof Lee is a world-renowned scholar in the fields of comparative education and citizenship education. He has published some 30 books and over 170 journal articles and book chapters. He is a former President of the World Council of Comparative Education (2010–13) and has served as [Page xxix]Honorary Professor in many esteemed universities, including the University of Hong Kong, University of Sydney and Beijing Normal University.
Yi Li is an Associate Professor in the Department of Curriculum, Teaching and Learning at the University of Manitoba, Canada. She teaches second language teaching methodology courses as well as graduate level courses in second language education and narrative inquiry. Her research interests and publications are on the topics of narrative inquiry as a research methodology, the role of hope in newcomer students’ experiences in Canada, and narrative inquiry in relation with the fields of international education, second language education and teacher education.
lisahunter has a long history in teaching health and physical education as a teacher at all school levels and in teacher education, and as a curriculum writer and researcher. She is currently a freelance academic who researches and teaches in physical and movement cultures including foci on health and physical education, teacher education, surfing and relationships with the sea, movement education, sport and leisure, sex/gender/sexualities, and research methodologies. A current focus is on historical and contemporary narratives of surfing at personal, organizational and cultural levels and sexuality education. lisahunter plays with methodologies of sensory and visual narrative as part of participatory and ethnographic research. Recent related publications include: ‘Sensory Narratives: Capturing Embodiment in Narratives of Movement, Sport, Leisure and Health’ (2016); Workplace Learning in Physical Education (2015); ‘Active Kids Active Minds: A Physical Activity Intervention to Promote Learning?’ (Asia-Pacific Journal of Health, Sport and Physical Education, 2014) and HPE: Pedagogy, Sexualities and Queer Theory (in press).
John Loughran is the Foundation Chair in Curriculum & Pedagogy, Sir John Monash Distinguished Professor and Executive Dean of the Faculty of Education, Monash University, Australia. John was a science teacher for ten years before moving into teacher education. He is well regarded in the fields of teacher education and science education. He has published extensively with Routledge, Springer and Sense and was the co-founding editor of the international journal Studying Teacher Education and an Executive Editor for Teachers and Teaching: Theory and Practice.
Lisa Loutzenheiser is an Associate Professor in the Department of Curriculum and Pedagogy at the University of British Columbia, Canada. Dr Loutzenheiser's research interests are centred in youth studies, qualitative methodologies, anti-oppressive and critical race theories, curriculum policy, and gender and queer theories. Dr Loutzenheiser focuses on the educational experiences of marginalized youth and the teaching directed to and about students labelled as such. Her current research involves an ethnography of a leadership [Page xxx]camp for LGBQ and T youth and a policy analysis of school-board level policies geared towards LGBQ and T youth and faculty. She is also particularly interested in the ways theories of race, sexualities and gender are useful across research projects, methods and methodologies.
Effie Maclellan works at the interface of Psychology and Education. Her teaching is concerned to make complex educational psychology theory accessible to teachers, to other professions (such as Nursing and Physiotherapy), to university academics and to people-focused voluntary agencies so that these groups can use educational and psychological ideas to enhance practice. Her research draws on deep understanding of psychological principles and approaches to investigate and analyse highly important, practical and applied educational issues in schools, in higher education and in wider society. Her topics of interest are eclectic but all are rooted in the importance and complexity of pedagogy so the arena of ‘teacher’ education is the usual site for her work. She moved into higher education in 1988 after more than 20 years of professional practice as a class teacher and head teacher in mainstream and special education. She is now Emeritus Professor at Strathclyde University, Glasgow, Scotland.
Brooke Madden currently works as a Postdoctoral Fellow in the Department of Educational Policy Studies, Faculty of Education, University of Alberta, Canada. Brooke's research focuses on the relationship between teacher identity and teacher education on the topics of Aboriginal education and truth and reconciliation education. Brooke has also published on whiteness, decolonizing processes and teacher identity; school-based Indigenous education reform; and Indigenous and decolonizing research methodologies.
Meg Maguire is Professor of Sociology of Education in the School of Education, Communication and Society at King's College, London, UK. Her research is in the sociology of education, teacher education, urban education and policy. She is lead editor for the Journal of Education Policy. She is a Visiting Professor at Victoria University, Melbourne Australia.
Jae Major, PhD, is a Senior Lecturer in the Faculty of Education, Victoria University of Wellington, New Zealand, and Adjunct Senior Lecturer in the Faculty of Arts and Education, Charles Sturt University, Australia. She has been a teacher educator since 1995, in the fields of multicultural studies, English for speakers of other languages, and primary literacy. Her research focuses on preparing teachers for cultural and linguistic diversity, identity, intercultural competence, and international mobility programs.
Maria Manzon is Assistant Professor of the Department of International Education and Lifelong Learning at the Education University of Hong Kong, Hong Kong. She has previously served as Research Scientist at the National [Page xxxi]Institute of Education, Singapore. She researches on comparative education from sociology of knowledge perspectives, and on parent engagement in Asian contexts. She is editor of CIEclopedia, the online Who's Who in comparative and international education.
Paulien C. Meijer is Professor on teacher learning and development, and Dean of the Teachers Academy of Radboud University, Nijmegen, the Netherlands. She has a long career as a teacher educator, as well as being a former teacher, and as a researcher. She publishes on topics related to beginning and experienced teacher learning, with a specific focus on identity development. From 2009 to 2013, she was chair of the International Study Association on Teachers and Teaching (ISATT).
Juanjo Mena is an Associate Professor in the Department of Education at the University of Salamanca (USAL), Spain. His research focuses on Teaching Practice, Teacher Education, Mentoring, Teacher Development and ICT. He is Treasurer and National Representative of the International Study Association on Teachers and Teaching (ISATT). He also spent five years as a classroom teacher before joining USAL as full time professor.
Neil Mercer is Emeritus Professor of Education at the University of Cambridge, UK and Director of the study centre Oracy@Cambridge at the Cambridge college Hughes Hall (of which he is also a Life Fellow). He was previously Professor of Language and Communications at the Open University. A psychologist with a special interest in the role of language in the classroom and the development of children's thinking, one of the main outcomes of his research has been the teaching approach called Thinking Together. His research has generated strong links with researchers outside the UK, especially in the Scandinavian countries, the Netherlands, Mexico, Japan, Brazil, Singapore, Spain, Switzerland, Australia and the USA. He has been a consultant, visiting scholar and examiner for governments and universities in many countries. He is a former editor of the journals Learning and Instruction, the International Journal of Educational Research, and Learning, Culture and Social Interaction.
Monica Miller Marsh is Associate Professor and Director of the Kent State University Child Development Center, USA. Her areas of interest include family diversity, early childhood education and curriculum. She is co-founder of the Family Diversity Education Council and the Journal of Family Diversity in Education.
Chaunda A. Mitchell is the Director of Drug Policy and Director of Indian Affairs for the Office of Governor John Bel Edwards, USA. In both capacities she seeks to provide action-oriented solutions to enhance the lives and everyday lived experiences of the citizens of Louisiana. Prior to joining the Louisiana Governor's Office, Mitchell served as director of the Office of Multicultural [Page xxxii]Affairs at Louisiana State University (LSU). She co-founded and co-chaired the SEC Multicultural Network, a network of directors of Multicultural Affairs offices in the South Eastern Conference. She is an adjunct instructor with the LSU higher education administration program teaching courses on race, gender, and college student populations. Her scholarly contributions have appeared in books and scholarly journals which continue to highlight a philosophy of integrating scholarship and practice. Mitchell is co-editor of Racial Battle Fatigue in Higher Education: Exposing the Myth of Post-Racial America (2015) and Assault on Communities of Color: Reactions and Responses from the Frontlines (2015).
Roland W. Mitchell is the Jo Ellen Levy Yates Endowed Professor and Associate Dean of Research and Academic Services in the College of Human Sciences and Education at Louisiana State University, USA. He teaches courses that focus on the history of higher education and college teaching and his research interests include theorizing the impact of historical and communal knowledge on pedagogy. Roland has authored in five coedited books and numerous other scholarly works that have appeared in leading educational journals. He is the co-editor (with Wooten, 2016) of The Crisis of Campus Sexual Violence: Critical Perspectives on Prevention and Response, which was awarded a 2016 Outstanding Academic Titles (OAT) award and highlighted on the Top 25 Favorites list of the Choice editors. He is co-editor of the Lexington Press of Rowman and Littlefield book series Race and Education in the 21st Century, and Higher Education section editor of the Journal of Curriculum Theorizing.
Jenna Morvay is a Doctoral Student in the Department of Curriculum and Teaching at Teachers College, Columbia University, USA. Her research interests include teachers as activists, affect, inclusivity and critical whiteness.
Elaine Munthe is Professor of Education and Dean of the Faculty of Arts and Education at the University of Stavanger, Norway. She is currently the elected Chair of the National Association of Teacher Education in Norway. She has been strongly involved in the development of research programs for educational research in Norway and chaired the ‘Research and Innovation in Education’ program for the Norwegian Research Council. Her research includes studies of classroom instruction, professional learning, and teacher education policy and practice.
Shaun Murphy is an Associate Professor in the Department of Educational Foundations at the University of Saskatchewan, Canada. His research interests are based in relational narrative inquiry and focus on familial and school curriculum making; the interwoven lives of children, families, and teachers; and teacher education.
Jean Murray is a Professor of education in the Cass School of Education and Communities at the University of East London, England. Her research focuses [Page xxxiii]on the sociological analysis of teacher education policies and practices internationally, with a particular interest in the identities and career trajectories of teacher educators. Jean has written many books, chapters, journal articles and reports on these issues and has also run a large number of educational research projects. She has taught at all levels of higher education and acted as an educational consultant on professional learning for governments, NGOs and many universities across the world.
Sue Catherine O'Neill is a Lecturer in Special Education at the School of Education, UNSW Sydney, Australia. Her research interests include pre-service teacher preparation in evidenced-based classroom and behaviour management practices and programmes, transition planning for justice-involved youth, beginning teacher self-efficacy, and teacher education methods that can close the theory to practice gap.
Lily Orland-Barak is Professor in Education and Dean of Graduate Studies at the University of Haifa, Israel. Her research focuses on professional learning, mentoring and curriculum development in the context of teacher education. She has published numerous articles and books on these topics, and serves on national and international academic committees and editorial boards.
Celia Oyler is a Professor of inclusive education in the Department of Curriculum and Teaching at Teachers College, Columbia University, USA. She is the author of: Actions Speak Louder than Words: Social Action as Curriculum (Routledge); Learning to Teach Inclusively: Student Teachers Classroom Inquiries (Taylor & Francis); and Making Room for Students: Sharing Teacher Authority in Room 104 (Teachers College Press).
Lynn Paine is Professor of Teacher Education and Assistant Dean, International Studies in Education, in the College of Education at Michigan State University, USA. Her work focuses on comparative teacher education, with much of her research examining teacher learning as situated practice. She has studied teacher learning, mentoring, and professional development as policy, program and practice in several different national contexts, with particular interest in reform approaches in China and the US. She is currently engaged in examining the interaction of global and local discourses of teacher education and in a comparative study of the entailments of practice-based professional development.
Fiona Patterson is a Principal Researcher at the University of Cambridge, UK and founding Director for the Work Psychology Group, an international research-led organizational psychology consulting practice. Fiona has published widely in assessment, especially in relation to selecting for non-academic attributes, innovation and change in organizations.[Page xxxiv]
Katherina A. Payne is an Assistant Professor of Curriculum and Instruction at the University of Texas at Austin, USA. Her research and teaching interests include teacher education, social studies education, elementary and early childhood education and democratic education. Dr Payne's work as a teacher educator and researcher seeks to better prepare and support elementary teachers as democratic educators who create more equitable classrooms so that all students see themselves as able and active members of our democratic society. She has written articles for journals such as the Journal of Teacher Education and Social Studies and the Young Learner.
Francine Peterman has served as an Urban Teacher and Teacher Educator for 40 years in diverse settings across the US. Her passion is developing partnerships to prepare teachers for diverse, challenging settings – both urban and rural. In her current position as National Director and Dean of Teachers College at Western Governors University, Fran provides leadership in developing, delivering, and refining educator preparation programs that prepare more than 12,000 teachers across the United States, ensuring the curriculum and assessments are relevant, aligned with national and state standards, challenging, and comprehensive. Prior to being recruited to WGU, Fran served as Dean at both Montclair State University and Queens College of the City University of New York after 13 years as a teacher educator and leader at Cleveland State University and 5 years at Ball State. Fran grounds all of her work in her roots as an urban teacher in Miami Dade County Public Schools and her commitments to equity, excellence, and social justice. Fran helped to envision and edit Partnering to Prepare Urban Teachers: A Call to Activism and Designing Performance Assessment Systems for Urban Teacher Preparation – the culminating projects of two collaborative teams of teacher educators who met regularly with the Urban Network to Improve Teacher Education. Partnering with faculty colleagues and school and district leaders throughout Cleveland, Fran helped to create a masters of urban secondary teaching – a residency program that expanded across districts and has endured at least one decade beyond initial funding. She has served on the Board of Examiners at NCATE/CAEP.
Stefinee Pinnegar is a Teacher Educator in the McKay School of Education at Brigham Young University, Provo, Utah, USA. Her research interests focus on teachers’ thinking along with ways to reveal that thinking through S-STTEP and narrative methodologies. She co-authored Self-Study of Practice as a Genre of Qualitative Research: Theory, Methodology, and Practice (2009). Furthermore, she is the editor of the popular series – Advances in Research on Teaching published by Emerald Press.
James Pippin, PhD, is a Research Associate in the Department of Teacher Education in the College of Education at Michigan State University, USA. He [Page xxxv]earned his PhD in Educational Policy from Michigan State University with a specialization in international development. His research interests include comparative and international analyses of education policies related to teachers and evaluation. Using sociological frameworks and both quantitative and qualitative approaches, his research focuses on the intersections of policy, context and individual backgrounds in shaping the recruitment, development and retention of effective teachers for marginalized students in the United States and internationally. Prior to completing his doctoral studies, Dr Pippin taught English and conducted research in China and South Korea. He has a Master's degree from Bowling Green State University and Bachelor's degree from Ohio State University.
Paula Razquin is Assistant Professor at the University of San Andrés (Argentina) and an Adjunct Faculty at Middlebury Institute of International Studies at Monterey (California). She holds a PhD in Education from Stanford University and was awarded scholarships from Fulbright Argentina, the Organization of American States, and the Argentinian National Ministry of Education. Prior to her current appointment, Razquin worked at UNESCO's Education for All Global Monitoring Report team and at the Division for Education Strategies & Capacity Building. She was a RAND/Spencer Postdoctoral Fellow on Education Policy, and consulted on education reform projects for multilateral and bilateral agencies in about ten countries. She has written on student achievement and school choice, teacher pay-for-performance and incentives reforms, the global financial crisis and primary education in developing countries, teachers in comparative perspective, Education for All, and teacher salaries in Latin America.
Jo-Anne Reid is Professor of Education and former Head of School and Associate Dean, Teacher Education in the Faculty of Education, Charles Sturt University, Australia. She began her career teaching secondary English, and has worked as a literacy teacher educator and researcher in a number of Australian universities prior to taking up this appointment in 2002. She is particularly committed to the preparation of teachers for schools in rural and remote locations, where the issue of cultural and linguistic diversity is regularly overlooked as a key issue of social justice and equity for understanding and living in (rural) social space. She is interested in post-structuralist theories of practice as a theoretical framework for rethinking teacher education for a diverse and changing society, and has written on English teaching, school transition, Indigenous teachers, teacher education and rural schooling.
Wendy Robinson is a Professor of Education at the University of Exeter, UK, where she was appointed in 2006, following appointments at the Universities of Warwick and Cambridge. She is currently University Academic Dean for Students, responsible for teaching, learning and the student experience. She has published extensively in the field of history of education, with a special interest in the history of the teaching profession. Selected publications include: Pupil [Page xxxvi]Teachers and their Professional Training in Pupil Teacher Centres in England and Wales, 1870–1914 (2003); Power to Teach: Learning through Practice (2004); and A Learning Profession? Teachers and their Professional Development in England and Wales 1920–2000 (2014).
Jerry Rosiek is a Professor in the Department of Education Studies at the University of Oregon, USA, and is affiliated faculty in the Department of Philosophy. He teaches courses on peer-to-peer teacher knowledge networks and qualitative research methodology. His empirical scholarship focuses on the ways teachers learn from their classroom experience. Specifically he looks at the way teachers think about the mediating effects of culture, class, gender, sexuality and social context on student learning. His theoretical scholarship explores the way pragmatic philosophy, feminist materialism, indigenous philosophy and critical race theory provide promising ways to think outside of necessary, but increasingly wearisome foundationalism vs anti-foundationalism debates in the social sciences. His writing has appeared in major journals including Harvard Educational Review, Education Theory, Educational Researcher, Qualitative Inquiry, Curriculum Inquiry, Educational Psychologist and the Journal of Teacher Education. His recent book with co-author Kathy Kinslow is entitled Resegregation as Curriculum (2015).
Emma Rowett is a Psychologist at the Work Psychology Group, an international research-led organizational psychology consulting practice. Her key area of expertise is in early career selection for high stakes professions in the UK and internationally, with her work ranging across a variety of both private and public sector clients.
Matthew N. Sanger received his PhD in Educational Studies, along with an MA in Philosophy, from the University of Michigan, Ann Arbor, USA. His research focuses on the moral work of teaching and teacher education, with publications appearing in Teaching and Teacher Education, Curriculum Inquiry and the Journal of Moral Education. He is co-editor with Richard D. Osguthorpe of the book The Moral Work of Teaching and Teacher Education: Preparing and Supporting Practitioners (2013).
Mistilina Sato is an Associate Professor of Teacher Development at the University of Minnesota-Twin Cities, USA. She is the inaugural holder of the Carmen Starkson Campbell Endowed Chair for Innovation in Teacher Development. Her research addresses teaching across the career continuum, including teacher preparation, performance assessment of teachers, early career induction, teacher evaluation, teacher leadership, and National Board Certification. Her current work focuses on international policy studies in teacher development with a focus on China and assessing the development of equity-based dispositions for teaching. [Page xxxvii]Sato began her career as a middle school science teacher in NJ. She holds a PhD from Stanford University in curriculum and teacher education and a BA from Princeton University in geological sciences.
Lee Schaefer is an Assistant Professor in the Department of Kinesiology and Physical Education at McGill University, Canada. He is also the Chair of the Physical and Health Education Canada Research Council. His research is focused on teacher education, specifically, physical education teacher education, youth development through wellness and physical activity, the impact of the outdoors on youth physical activity levels and narrative inquiry. He has been recognized on a national and international level for both his research and his writing and has been invited to speak at local, national and international conferences. His passion for physical education, and providing youth purposeful, developmental, movement opportunities continues to drive his research, teaching and service commitments.
Brigitte Smit (PhD) is a Research Professor in the Department of Educational Leadership and Management at the University of South Africa, South Africa. She coordinates research courses, teaches Qualitative Research, Mixed Methods and CAQDAS – ATLAS.ti, serves on national and international editorials boards and has published in national and international journals. Some past research projects include: Health and Development Africa; Teacher Identity and the Culture of Schooling; and the Multisite Teacher Education Research Project, with the University of Sussex. Her current research focuses on relational and female leadership in disadvantaged schools. She is a recipient of the 2009 Outstanding Reviewer Award: American Educational Research Journal: Social and Institutional Analysis – American Educational Research Association. In 2015, she received the Research Medal of Honour, awarded by the Education Association of South Africa in recognition of her research over the past ten years. She also received the 2015 Leadership in Research Women's Award, from UNISA. Dr Smit is an accredited professional trainer and a consultant for ATLAS.ti for Africa.
Florence R. Sullivan is an Associate Professor in the College of Education at UMass, Amherst, USA. Her research interests include gender equity in STEM learning, the processes and outcomes of collaboration in computational learning environments for children, service learning and teaching in computational and STEM learning environments, and learning in online environments. She is the author of Creativity, Learning, and Technology: Theory for Classroom Practice (2017).
Iwan Syahril is an Assistant Professor in the Faculty of Education at Sampoerna University in Indonesia, where he directs the University's Center for Learning, Teaching, and Curriculum Development. His work centers on understanding teaching quality. Currently, he is interested in the development [Page xxxviii]of teacher candidates and beginning teachers, and in policy sense-making in teacher reforms in national and international contexts.
Tamara Tate is a doctoral student in the Language, Literacy and Technology specialization within the School of Education at the University of California, Irvine, USA. She received her BA in English at UC Irvine and her JD at UC Berkeley. Tamara was a corporate finance partner at Morrison & Foerster, LLP for 17 years, specializing in public companies and mergers & acquisitions. Besides representing a number of high-tech companies, she was involved in the use of technology and knowledge-based solutions to improve the quality of practice. Tamara left law to focus on K-12 literacy education, technology-supported learning, and exceptional learners of all types. She is inspired daily by her own exceptional learners, her two sons, who also strive to keep her aware of the latest technology.
Maria Teresa Tatto is the Southwest Borderlands Professor of Comparative Education at the Mary Lou Fulton Teachers College, and Professor in the Division of Educational Leadership and Innovation at Arizona State University (ASU), USA. Her research is characterized by the use of comparative frameworks to study the impact of policies on educational systems, particularly reforms affecting teacher education, teaching and learning across organizational, economic, political and social contexts. Her work combines the use of quantitative and qualitative approaches and methods, and emphasizes user-relevant participatory research approaches. She is currently the director and principal investigator of two large-scale international studies funded by the US National Science Foundation: the Teacher Education and Development Study in Mathematics (TEDS-M), and the First Years of Mathematics Teaching Study (FIRSTMATH). Dr Tatto is an editor of Education Policy Analysis Archives, has served as Editor-in-Chief of the Journal of Teacher Education and guest editor for the Oxford Review of Education and the International Journal of Educational Research, and has edited, co-edited, and authored several books. From 2008 to 2012, she was elected to function in an executive leadership capacity for the Comparative and International Education Society (CIES) including serving as President in 2010.
Robert Thornberg, PhD, is Professor of Education at the Department of Behavioural Sciences and Learning at Linköping University, Sweden. He is also the Secretary of the Board for the Nordic Educational Research Association (NERA). Dr Thornberg's current research is on school bullying, especially in terms of social and moral processes (such as peer norms, moral disengagement, group processes, moral reasoning and class climate), bystander reactions and actions, and students’ perspectives and explanations. His second line of research is on values education, moral practices, school rules, student participation and social interactions in everyday school life. He has investigated teachers’ everyday [Page xxxix]work with school rules and how students view, judge and make meanings of school rules, student participation, school democratic meetings, and teachers’ disciplinary practices.
Kirsi Tirri is a Professor of Education and Vice-Dean in charge of research at the Faculty of Educational Sciences at the University of Helsinki, Finland. She is the Chair of the Doctoral Programme SEDUCE (School, Education, Society and Culture) and the Chairman of the Finnish Academy of Science and Letters. She is also a Visiting Professor at St. John's University, New York, USA. From 2008 to 2012, Tirri was the President of the European Council for High Ability and the President of the SIG International Studies at the American Educational Research Association from 2010 to 2013. She has published widely in international educational journals and books on teacher education, moral education and gifted education. She also serves on the Editorial Boards of 13 educational journals.
Auli Toom, PhD, is a Professor of Higher Education and Director of the Center for University Teaching and Learning at the Faculty of Educational Sciences, University of Helsinki, Finland. She is the Chair of the Doctoral Programme PsyCo (Psychology, Learning and Communication). She also holds an adjunct professorship in pedagogy at the University of Eastern Finland. Her major research interests are teachers’ pedagogical knowing, agency and teacher education, as well as the scholarship of teaching and learning, and student learning in the context of higher education. Professor Toom leads and co-leads several research projects on teacher education and higher education and supervises PhD students involved in these projects. She has published her research extensively in international refereed journals and edited books, and has given several international keynote speeches and workshops related to research on teacher education and acted as an expert on teacher education.
Eline Vanassche is an Assistant Professor at the School of Health Professions Education at Maastricht University, the Netherlands. She received her PhD in Educational Sciences from the University of Leuven, Belgium in 2014. Her PhD research focused on how to understand and conceptualize teacher educators’ professionalism and its development throughout their careers. Since then, she has continued her research in this area and published widely on this topic, both in ISI listed journals as well as edited book volumes and more practitioner-oriented outlets. She is also a board member of the Flemish Association of Teacher Educators (VELOV) and the International Forum for Teacher Educator Development (InFo-TED).
Jan H. van Driel is a Professor of Science Education at Melbourne Graduate School of Education, University of Melbourne, Australia. Jan's research expertise concerns teacher knowledge and teacher learning and among others, he has conducted several research projects on the development of pedagogical content [Page xl]knowledge (PCK) in science teachers. Some of these studies focused on pre-service teachers, whereas others targeted in-service teachers in the context of educational innovation. Jan has published articles and chapters on empirical projects and review studies, for instance, in the International Encyclopedia of Education (2010) and in the Handbook of Research on Science Education (2014). He is co-editor-in-chief of the International Journal of Science Education.
Surette van Staden was appointed in June 2011 to the Department of Science, Maths and Technology Education at the Faculty of Education, University of Pretoria, South Africa. She teaches on the PGCE programme at Honours level and is also a lecturer on the Master's Programme in Assessment and Quality Assurance. She is currently involved in the supervision of a number of Master's degree students. Surette has experience in international comparative assessment studies and has served as co-national research coordinator for the Progress in International Reading Literacy Study (PIRLS) 2011 in South Africa. Having worked in a research centre for ten years with a focus on issues of assessment and quality assurance in education, her focus is now on interventions to address issues raised by assessment and quality standards.
Jan van Tartwijk is Professor of Education at the Faculty of Social and Behavioural Sciences of Utrecht University the Netherlands, where he chairs the Graduate School of Teaching and the faculty's Educational and Consultancy group. In his research and teaching, he focuses on teacher–student communication processes in the classroom, learning and assessment at the workplace (in particular in teacher and medicals education), assessment and motivation, assessment and creativity, teacher education, and the development of teacher expertise.
Michael Vavrus is Emeritus Professor at the Evergreen State College (Olympia, WA, USA) where he teaches interdisciplinary programmes in education, history and political economy. He is the author of Diversity and Education: A Critical Multicultural Approach and Transforming the Multicultural Education of Teachers: Theory, Research and Practice. Among the journals in which his research and book reviews have appeared include Teachers College Record, Journal of Education Policy, Teaching and Teacher Education, Journal of Negro Education, Urban Education, Educational Studies and Action in Teacher Education. In addition to book chapters in edited books, Dr Vavrus also has chapters in the reference texts 21st Century Education: A Reference Handbook and the Encyclopedia of Diversity in Education. He is past president of the Association of Independent Liberal Arts Colleges for Teacher Education. Dr Vavrus is the current scholarship/research committee chair for the Critical Examination of Race, Ethnicity, Class and Gender, a special interest group of the American Educational Research Association.[Page xli]
Jan D. Vermunt is Professor of Education at the University of Cambridge, and a Fellow of Wolfson College, UK. The study of human learning has fascinated him since he started his studies in the Psychology of Learning and Education. Current research interests include: how people integrate knowledge from different sources into a unified theory of practice; how people differ in their pathways to growth and development; and how learning environments can be created that foster high-quality learning. His scientific work has been published in journals such as Learning and Instruction, British Journal of Educational Psychology, Teaching and Teacher Education, Teachers College Record, Studies in Higher Education, Learning and Individual Differences and Vocations and Learning. Jan has served on the Editorial Boards of several international journals. Currently he is the Editor-in-Chief of Learning and Instruction, one of the world's leading journals in the fields of Educational Research and Educational Psychology.
Maria Vrikki works as a Research Associate at the Faculty of Education, University of Cambridge, UK. Her work centres on productive dialogue and its effects on learning and development in different contexts. She has studied professional groups, like Lesson Study groups, where dialogue is the main mechanism driving teacher learning processes. She is also involved in the study of dialogue in the classroom context, and in particular in teacher–student and student–student interactions. Her background is in Linguistics. She holds a DPhil (PhD) degree in Education from the University of Oxford. She has taught on professional development, language acquisition and learning at several institutions.
Mark Warschauer is Professor of Education at the University of California, Irvine, USA. He has carried out a wide range of research on the use of digital media by diverse learners in K-12 schools and colleges. Warschauer is a fellow of the American Educational Research Association and editor-in-chief of AERA Open. His books include Learning in the Cloud: How (and Why) to Transform Schools with Digital Media (2011) and Technology and Social Inclusion: Rethinking the Digital Divide (2003).
Paul Warwick is Senior Lecturer at the Faculty of Education, University of Cambridge, and a Fellow of Homerton College, UK. His research and teaching focus on students’ developing understanding of the scientific approach to enquiry, the role of technologies in the development of a dialogic classroom pedagogy and the development of teacher learning. He has an interest in classroom assessment practices and the development of teachers as reflective practitioners – in particular, the ways in which beginning teachers create and sustain a professional identity. Paul is a member of the Faculty's Psychology and Education academic group and Chair of Examiners for primary teacher education. He has acted as external examiner for Initial Teacher Education at various universities and has led professional development related to both dialogic pedagogy and assessment in Africa [Page xlii]and Europe. He is a founder member of Oracy@Cambridge, a study centre at Hughes Hall, Cambridge, established in 2015.
Bonnie Watt is an Associate Professor in the Department of Secondary Education at the University of Alberta, Canada. Her teaching and research interests include Career and Technology Studies (CTS) and technical vocational education and training (TVET) areas, CTS and TVET program development, curriculum, pedagogy, and teacher education; youth and adult school to work/school transitions; dual credit and high school to post-secondary articulation policies, programs, and practice; apprenticeships; and policies related to education, training, and work.
Sara C. Wooten is a Doctoral Candidate in Educational Leadership and Research with a concentration in Higher Education Administration at Louisiana State University, USA. Wooten's research interests include the intersections of higher education policy; campus rape culture; discourse theory; feminist poststructuralism; queer theory; and critical race theory. Wooten has presented her work at numerous conferences including the American Educational Research Association, the Association for the Study of Higher Education, and the National Women's Studies Association. She was honored to have her symposium on campus sexual violence selected as a Presidential Session for the 2014 annual meeting of the Association for the Study of Higher Education. She is the co-editor of The Crisis of Campus Sexual Violence: Critical Perspectives on Prevention and Response (with Roland W. Mitchell, 2016) and recently published her second co-edited volume Preventing Sexual Violence on Campus: Challenging Traditional Approaches through Program Innovation (with Roland W. Mitchell, 2017).
Andrew Wright is Professor of Religious and Theological Education at UCL Institute of Education, UK. His primary research interest is the promotion of religious and theological literacy across religious and secular traditions and communities. As a philosopher, theologian and educationalist, he is interested in the theoretical dimension of Religious Education and its pedagogic application in schools, colleges and universities. He employs critical realism as an under-labouring framework, and envisages religious and theological education as the pursuit of ultimate truth and truthful living sub species aeternitatis. Professor Wright was the founding Chair of the Association of University Lecturers in Religion and Education, and has advised various national governments and NGOs, sat on the editorial boards of numerous academic journals, and contributed to various radio, television and online forums.
Elina Wright, ThD, is a researcher in Religious Education at Regent's Park College, University of Oxford, UK. She has previously worked as Post-Doctoral [Page xliii]Researcher and University Lecturer in Religious Education at the University of Helsinki, as Visiting Research Fellow of the Academy of Finland at King's College London, and as All Saints Saxton Research Fellow in Education at Regent's Park College, University of Oxford. Her primary research interest is in learning, teaching, teacher education, and teachers’ professional learning, particularly in the field of Religious and Theological Education. She specializes in the pedagogical framework of Phenomenography and Variation Theory of Learning and was a Coordinator of the EARLI Special Interest Group (SIG 9.) and Phenomenography and Variation Theory in 2011–2015.
Theo Wubbels is Professor of Education at the Faculty of Social and Behavioural Sciences of Utrecht University, the Netherlands. He participates in several national and international committees on education, pedagogy and quality assurance in teaching in higher education. He is the President of the European Educational Research Association (EERA) and council member of the World Educational Research Association (WERA). His research interests include the problems and supervision of beginning teachers, teaching and learning in higher education, and studies of learning environments, especially interpersonal relationships in education.
Quan Xu is an Associate Professor and Vice Director of the Centre for Research for Foreign Language Teacher Education in the Department of English Language and Literature, Central China Normal University, China. As a university teacher of English as a Foreign Language (EFL) and EFL teacher educator, he has authored/co-authored ten books and thirty articles on EFL teacher education and second language acquisition. Two books, English Teachers’ Teaching Beliefs: Components and Features and University English Teacher's Beliefs: Causing Factors and Developing Mechanism are researches on EFL teachers’ beliefs. Other books, Foreign Language Pedagogy, English Language Teaching Skills, An Introduction to English Linguistics, Comprehensive English that he authored/co-authored are for English teacher education programs and used by university pre-and in-service EFL teachers and teacher educators. He offers courses for pre and in-service EFL teachers at undergraduate and graduate levels.
Ji-Sook Yeom is a Professor in the Department of Early Childhood Education, Konkuk University, South Korea. She completed her doctoral degree and post-doctoral programme at the Centre for Research for Teacher Education and Development at the University of Alberta. Her research interests involve narrative inquiry, children's, mothers’ and teachers’ experiences, and teacher education in preservice and in-service education contexts. She has published a number of articles and translated English books in the area of narrative inquiry into Korean to share the topic among the Korean academic community.[Page xliv]
Ken Zeichner is the Boeing Professor of Teacher Education at the University of Washington, Seattle, USA. His current research focuses on the integrity and effectiveness of the policymaking process in teacher education internationally and in the US. His current work also focuses on the creation of new forms of teacher education that help provide high-quality teachers for everyone's children and that support both the dignity of the teaching profession and the legitimate rights of local communities in democratic societies to have a voice in their children's education in public schools.
Doron Zinger is a Doctoral Student at the University of California, Irvine, USA. As a former high school science teacher and school administrator, Doron led numerous technology integration and instruction initiatives. His research focuses on teacher learning, especially in STEM fields. He researches how teachers learn to use technology in the classroom, as well as teachers’ learning online.
Rosanne Zwart is an Assistant Professor in the faculty of Social and Behavioural Sciences at Utrecht University, the Netherlands. Her research has a strong focus on teacher professional development throughout teachers’ careers. In the teacher education programmes of the university's Graduate School of Teaching, she coordinates several courses that prepare prospective teachers for practice-oriented research. She is also involved in several projects with schools for secondary education aimed at supporting (beginning) teachers’ professional development. She is President of the Teaching and Teacher Education division of the Netherlands Educational Research Association.
Consulting Reviewers[Page xlv]Section I: Mapping the Landscape of Teacher Education
Chapter 2 Barbara Stengel and D. Jean Clandinin
Chapter 3 Jerry Rosiek and Peter Sleegers
Chapter 4 Jerry Rosiek and Jukka Husu
Chapter 5 Jerry Rosiek and Eila Estola
Chapter 6 Jerry Rosiek and Robert V. Bullough, Jr
Chapter 7 Jerry Rosiek and Bob AdamsonSection II: Learning Teacher Identity in Teacher Education
Chapter 8 Douwe Beijaard and Sanne Akkerman
Chapter 9 Douwe Beijaard and Elana Joram
Chapter 10 Alison Kington and D. Jean Clandinin
Chapter 11 Douwe Beijaard and Catherine Beauchamp
Chapter 12 Douwe Beijaard and Beatrice Ávalos
Chapter 13 Douwe Beijaard and Anne EdwardsSection III: Learning Teacher Agency in Teacher Education
Chapter 14 Janice Huber and Tammy Iftody
Chapter 15 Janice Huber and James Greeno
Chapter 16 Janice Huber and Jamy Stillman
Chapter 17 Michalinos Zembylas and Jukka Husu
Chapter 18 Janice Huber and Kirsten EdwardsSection IV: Learning Moral and Ethical Responsibilities of Teaching in Teacher Education
Chapter 19 Robert V. Bullough, Jr and Elizabeth Campbell
Chapter 20 Robert V. Bullough, Jr and Wiel Veugelers
Chapter 21 Robert V. Bullough, Jr and Carmen Mills
Chapter 22 Robert V. Bullough, Jr and Kristján Kristjánsson
Chapter 23 Robert V. Bullough, Jr and Richard D. Osguthorpe
Chapter 24 Robert V. Bullough, Jr and Hugh Sockett[Page xlvi]Section V: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education
Chapter 25 Roland W. Mitchell and Nathan D. Brubaker
Chapter 26 Roland W. Mitchell and Annemarie Alberton Gunn
Chapter 27 Roland W. Mitchell and Carmen Montecinos
Chapter 28 Ben Kirchner and D. Jean ClandininSection VI: Learning through Pedagogies in Teacher Education
Chapter 29 Rosanne Zwart and Jukka Husu
Chapter 30 Juanjo Mena and Mark Winschitl
Chapter 31 Juanjo Mena and Baljit Kaur
Chapter 32 Juanjo Mena and Drew H. Gitomer
Chapter 33 Juanjo Mena and Sara Hennessy
Chapter 34 Juanjo Mena and Brigitte Smit
Chapter 35 Juanjo Mena and Mariana Souto-ManningSection VII: Learning the Contents of Teaching in Teacher Education
Chapter 36 Cheryl J. Craig and Patience Sowa
Chapter 37 Cheryl J. Craig and Cameron White
Chapter 38 Cheryl J. Craig and Billie Eilam
Chapter 39 Cheryl J. Craig and Ashley J. Casey
Chapter 40 Cheryl J. Craig and Lynn Butler-Kisber
Chapter 41 Cheryl J. Craig and Jude Butcher
Chapter 42 Cheryl J. Craig and Frans Meijers
Chapter 43 Cheryl J. Craig and Ying Guo
Chapter 44 Cheryl J. Craig and Kristine Black-HawkinsSection VIII: Learning Professional Competencies in Teacher Education and Throughout the Career
Chapter 45 Auli Toom and Katrien Stuyven
Chapter 46 Elaine Munthe and D. Jean Clandinin
Chapter 47 Auli Toom and David Gijbels[Page xlvii]
Chapter 48 Auli Toom and Fred Janssen
Chapter 49 Auli Toom and Elisabeth van Es
Chapter 50 Auli Toom and David ZyngierSection IX: Learning with and from Assessments in Teacher Education
Chapter 51 Mistilina Sato and Gavin Brown
Chapter 52 Mistilina Sato and Harm Tillema
Chapter 53 Mistilina Sato and Kari Smith
Chapter 54 D. Jean Clandinin and Jukka Husu
Chapter 55 Mistilina Sato and Val Klenowski
Chapter 56 Mistilina Sato and Mary Hill
Chapter 57 Mistilina Sato and Rosie Le CornuSection X: The Education and Learning of Teacher Educators
Chapter 58 Ronnie Davey and Stefinee Pinnegar
Chapter 59 Ronnie Davey and Hafdis Gudjonsdottir
Chapter 60 Jukka Husu and D. Jean Clandinin
Chapter 61 Ronnie Davey and Sally GalmanSection XI: The Evolving Social and Political Contexts of Teacher Education
Chapter 62 Beatrice Ávalos and Keith Turvey
Chapter 63 Jukka Husu and D. Jean Clandinin
Chapter 64 Miriam Ben-Peretz and D. Jean Clandinin
Chapter 65 Beatrice Ávalos and Jukka Husu
Chapter 66 Beatrice Ávalos and Lani Florian