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Encyclopedia of Teacher Education

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Cover of 'Encyclopedia of Teacher Education'

Table of Contents

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    Book Overview
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    Chapter 1 Paradigm Shifts in Theories of Teacher Professionalism
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    Chapter 2 Teachers in the Compulsory Education in Rural China: Characteristics and Limitations
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    Chapter 3 Chinese Rural Teachers in the Structure Network, Social Status of
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    Chapter 10 Teachers’ Teaching Belief and Its Change in Primary and Middle Schools in China
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    Chapter 11 Teachers’ Profession in Mainland China, Research Status and Development Trend of
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    Chapter 12 Cultural Discipline of Teaching Practice
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    Chapter 13 Postcolonial Perspectives and the “Good Teacher”
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    Chapter 14 Philosophy and Teacher Education
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    Chapter 15 Modern Teacher’s Public and Private Morality: An Approach Inspired by Philosopher Zehou Li
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    Chapter 16 Preparing a Twenty-First Century Teaching Force Through Mandatory Community-Based Experiential Learning
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    Chapter 17 Arendt and Teacher Authority
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    Chapter 18 Teacher Authority in the West and China
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    Chapter 19 Decay of Academic Mentorship and Friendship in Higher Education
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    Chapter 20 Philosophy, Critical Reflection, and the Development of Teacher Leadership in Teacher Education, East Meets West
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    Chapter 21 Good Teaching, Good Teacher Education, and the Education of the Teacher’s Eye
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    Chapter 22 Confucius and the Relevance of Confucian Philosophy to Contemporary Debates About Teaching
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    Chapter 23 Cultural Politics of Student Voice
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    Chapter 24 Student Voice, Desire, and Power with Deleuze and Guattari
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    Chapter 25 Applying Post Concepts: Theorizing Voice and Power with Foucault, Butler, and Deleuze and Guattari
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    Chapter 26 Poststructuralism and Ideas of Gender Meet Student Voice and Power
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    Chapter 27 Student Voice and Children’s Rights: Power, Empowerment, and “Protagonismo”
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    Chapter 28 Student Voice as Power-Laden Activity
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    Chapter 30 Children’s Rights, Voice, and Power in Education
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    Chapter 100 Early Childhood Curriculum and Learning Frameworks
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    Chapter 101 Early Childhood Sociocultural Contexts, Sustainability
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    Chapter 102 Early Childhood Education, Sociocultural Contexts: Professional Partnerships in ECE
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    Chapter 103 Ethical Practices in Early Childhood Education
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    Chapter 104 Cultural Historical Activity Theory as Influence in ECE
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    Chapter 105 Digital Divide and Digital Inclusion
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    Chapter 106 Productive Learning Networks
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    Chapter 107 Learner Success and Digital Technologies
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    Chapter 109 Distributed Teaching
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    Chapter 110 E-Assessment
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    Chapter 111 Teachers’ Pedagogical Beliefs and Technology Use
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    Chapter 113 Mobile Learning in Teacher Education
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    Chapter 114 Online Self-Regulated Learning Strategies
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    Chapter 115 Deschooling
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    Chapter 116 Marxist Theories of Teaching
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    Chapter 117 Precarity and the Precaritization of Teaching
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    Chapter 118 Autonomism and Teacher Education
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    Chapter 119 Participatory Action Research and Teacher Education
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    Chapter 120 Teacher Unions and Teacher Education, Development, and Growth
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    Chapter 121 Bourdieu and Teacher Education
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    Chapter 123 Language Teacher Agency
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    Chapter 124 Language Teacher Motivation
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    Chapter 125 Language Teacher Identity: A Narrative Research Perspective
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    Chapter 126 Teacher Expectations and Applications in the Language Teacher Context
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    Chapter 127 Experienced Teachers’ Professional Development: Needs and Paths
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    Chapter 129 Foucault, Teaching Practice and Experience
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    Chapter 130 Habermas and Education
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    Chapter 131 Castoriadis: Education and Autonomy Praxis
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    Chapter 132 Rancière: Transmission, Politics, and Equality
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    Chapter 133 Deleuze: Creator Transmission
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    Chapter 134 Bauman, Education as a Process in the Liquid Modernity
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    Chapter 135 Derrida: Deconstruction, Difference, and Education
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    Chapter 136 Sloterdijk: The Pedagogical and Teaching Exercise
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    Chapter 137 Agamben: Study and Experience
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    Chapter 138 Discursive Construction of Educational Practices
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    Chapter 139 Catholic Religious Education, Uniqueness of
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    Chapter 140 Educating for Moral Formation: The Primacy of Metaphysical Realism
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    Chapter 141 Educating Teachers and Catechists About Marriage and Family in the Catholic Tradition
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    Chapter 142 Teacher Education in a Catholic Context: An Australian Story
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    Chapter 143 Catholic Education and Philosophy of Education in Canada
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    Chapter 144 Religion and Science in Catholic Education
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    Chapter 145 Catholic Education and the Church’s Concern for the Marginalized
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    Chapter 146 Catholic Teacher Education in Romania
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    Chapter 147 Catholic Education in the Philippines
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    Chapter 148 Aquinas as a Guide for Teaching Philosophy
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    Chapter 150 Digital Ethical Dilemmas in Teaching
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    Chapter 151 Manner in Teaching as an Ethical Aspect of Teacher Conduct
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    Chapter 152 Cultivating Moral Imagination Through Teacher Education
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    Chapter 154 Teachers’ Freedom of Speech in the Classroom
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    Chapter 155 Directions in Empirical Studies of Educational Ethics
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    Chapter 156 Moral and Ethical Work of Teaching, Tensions in
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    Chapter 157 Meaningful Disposition Frameworks to Enhance Teachers’ Moral Practice, Role of
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    Chapter 158 Education Ethics as Existential Dialectics
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    Chapter 159 Codes of Professional Ethics and Conduct in Teaching
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    Chapter 160 Technology Teacher Education: Requirements
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    Chapter 161 Technology Teacher Education: Best Practice
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    Chapter 162 Technology Teacher Education: Issues
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    Chapter 163 Teaching Technology Teacher Education: Assessment of Best Practice
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    Chapter 164 Technology Teacher Education in New Zealand
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    Chapter 165 Technology Teacher Education in the Netherlands
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    Chapter 166 Technology Teacher Education in Sweden
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    Chapter 167 Technology Teacher Education in England
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    Chapter 168 Technology Teacher Education in the USA
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    Chapter 169 Technology Teacher Education in Ireland
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    Chapter 170 Technology Teacher Education in Australia
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    Chapter 171 Practical Knowledge in Teacher Education
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    Chapter 172 Personal Practical Knowledge in Teacher Education
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    Chapter 173 Knowing Your Own Practice as a Teacher Educator
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    Chapter 174 Pedagogical Knowledge in Teacher Education
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    Chapter 175 Content Knowledge for Teaching in Teacher Education
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    Chapter 176 Pedagogical Content Knowledge in Preservice Teacher Education
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    Chapter 177 Tacit Knowledge in Teacher Education
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    Chapter 178 Communal Knowledge in Teacher Education
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    Chapter 179 Onto-ethical Turn in Knowledge of Teaching and Teacher Education
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    Chapter 180 Practical Wisdom in Teaching Through the Promotion of Critical Reflection During ITE
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    Chapter 181 Art and Teacher Education
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    Chapter 182 Virtue Ethics in Teacher Education
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    Chapter 183 Ethical Sensitivity in Teaching and Teacher Education
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    Chapter 184 Teaching for Critical-Democratic Citizenship
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    Chapter 185 Teacher Preparation to Teach Morally and Morality
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    Chapter 186 Values Education, Efficacious Learning, and the Islamic Connection: An Australian Case Study
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    Chapter 187 Intercultural Competencies as Part of Teachers’ Moral Professionalism
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    Chapter 188 Negative Knowledge and Teacher Education
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    Chapter 189 Improving Future Teachers’ Knowledge, Skills, and Dispositions to Educate for Character Growth
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    Chapter 190 Neuroscience of Morality and Teacher Education
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    Chapter 191 Teachers’ Moral Purposes: A Necessary but Insufficient Condition for Successful Teaching and Learning
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    Chapter 192 Mathematics Teacher Knowledge: Conceptual Frameworks
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    Chapter 193 Refugee Background Students and Teacher Education
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    Chapter 194 Culturally and Linguistically Diverse Students and Teacher Education
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    Chapter 195 Indigenous Education, Critical Perspectives to Enhance Learning Practices
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    Chapter 196 Developing Globally Aware and Socially Just Teachers Through an International Experience
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    Chapter 197 Teacher Education and Gender
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    Chapter 198 Inclusive Teacher Preparation
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    Chapter 199 Whiteness and Teacher Education
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    Chapter 200 LGBT Students and Teacher Education
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    Chapter 201 Preparing Pre-service Teachers for Schools in Historically Vulnerable Communities
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    Chapter 202 Plantation Pedagogy: A Practical Response for Pre-service Teacher Education
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    Chapter 203 Quality Indicators Through Learning Analytics
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    Chapter 204 Quality Assurance Through Assessment
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    Chapter 205 Quality Indicators Developed Through Student Voice
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    Chapter 206 Quality as a Discourse in Teacher Education
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    Chapter 207 Quality Assurance Through Mentoring
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    Chapter 208 Quality Assurance as Teacher Professional Standards
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    Chapter 209 Quality Assurance Through Collaborative Inquiry Among Teacher Educators
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    Chapter 210 Quality in an Audit Society: The Work of Teacher-Educators
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    Chapter 211 Quality Assuring Teachers for Resilience and Well-being
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    Chapter 212 Quality Practices for Career Readiness for Pre-service Teachers
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    Chapter 213 Ecocritical Pedagogies for Teacher Education
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    Chapter 214 LGBTQ+ Inclusive Teacher Preparation
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    Chapter 215 Neomaterialisms and Teacher Education
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    Chapter 216 Critical Geographies of Education
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    Chapter 217 Transformative Pedagogy and Learning in Teacher Education
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    Chapter 218 Democratic Teacher Education Practices
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    Chapter 219 Critical Kaleidoscopic Pedagogy
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    Chapter 220 Pedagogy of and Towards Decoloniality
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    Chapter 222 Teacher Identity Perspectives
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    Chapter 223 Models for Learning the Use of ICT for Children in Early Childhood Education
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    Chapter 225 Programming in Early Childhood Education: Introduction
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    Chapter 226 Video a Tool for E-Coaching in ECE
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    Chapter 231 ICT to Improve Communication with Immigrant Families with the Focus on Their Children’s Learning in ECE Settings in New Zealand
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    Chapter 234 Critical Media Literacies in Teacher Education
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    Chapter 235 Lesson Study in Mathematics Education
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    Chapter 236 Teacher Beliefs, Mathematics
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    Chapter 239 Complex Instruction in Mathematics Teacher Preparation
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    Chapter 241 Teacher Noticing, Mathematics
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    Chapter 242 Mathematics Teachers as Learners
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    Chapter 243 Academic Mathematics in Secondary School Mathematics Teacher Education
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    Chapter 245 Embedding Education for Sustainability (EfS) into Teacher Education in the South Pacific, Challenges and Opportunities
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    Chapter 246 Culturally Responsive Pedagogy: Creating Opportunities for Teacher Professional Development in the Cook Islands
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    Chapter 247 Teacher Professional Development in Papua New Guinea: Challenges and Opportunities for Educators
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    Chapter 248 Professional Learning in an Era of Continuous Education Change
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    Chapter 249 Classroom Behavior Management in the Pacific: Developing an Approach to Create Meaningful Shifts in Teacher Thinking
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    Chapter 250 Professional Learning Support: Case of Beginning Teacher Success
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    Chapter 251 School-Based Teacher Development: Promise and Potential for Ongoing Professional Learning
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    Chapter 252 Expanding Teachers’ Capacity to Learn Through Mediated Learning
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    Chapter 253 Teacher Education in Schools for Migrant Workers’ Children in Shanghai
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    Chapter 254 Transformation of Models in Teacher Education in China: From Training to Learning
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    Chapter 255 Teacher Education in China, Development and Reform of
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    Chapter 256 Teacher Education in China, System of
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    Chapter 260 Chinese Teacher Rotation Policy
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    Chapter 262 Language Teacher Emotions
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    Chapter 263 Teacher Education in China, Policy of
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    Chapter 264 Teacher as Posthuman
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    Chapter 265 Teacher as Moral Model
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    Chapter 266 Teachers as Learning Professionals
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    Chapter 267 Teachers as Curriculum Makers
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    Chapter 268 Teachers as Transformative Intellectuals
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    Chapter 269 Teachers in East Asia in the Age of Post-Colonial Globalization: A Case of Japan
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    Chapter 271 Teacher Agency
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    Chapter 272 Teachers as Philosophical and Ethical Beings
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    Chapter 273 Quality Teachers: A Persistent and Elusive Pursuit
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    Chapter 274 Fake News and Post-Truth
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    Chapter 275 Technique, Autonomy, and the Production of Subjects
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    Chapter 276 Technology, Culture, and Teaching Practices
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    Chapter 277 Heidegger on Techniziced Animal
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    Chapter 278 Education (in Argentina) and Socio-technological Change
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    Chapter 280 Pragmatic Intentionality in Education Technologies
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    Chapter 281 Dilution of the Subject in the Digital Era
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    Chapter 282 Ways to Mitigate the Effects of the Digital Gap: Digital Intelligence
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    Chapter 283 Liberating Education and Technologies
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    Chapter 284 Détournement in (and of) Teacher Education
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    Chapter 285 Pedagogical Dissonance and Teacher Education
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    Chapter 286 Sensation and Pedagogies in Teacher Education
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    Chapter 288 Digital Learning and Multiliteracy Pedagogy in Early Childhood Education
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    Chapter 289 Sound Pedagogies and Teacher Education
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    Chapter 290 Critical Geographic Modalities in Education
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    Chapter 291 Confucianism and Pedagogies in Teacher Education
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    Chapter 292 Case-Based Instruction and Pedagogies in Teacher Education
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    Chapter 293 Place-Based Pedagogy and Teacher Education
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    Chapter 295 Pedagogy of Flow
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    Chapter 296 Pedagogy of Aloha
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    Chapter 298 Learning and Teaching Through Media Arts
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    Chapter 299 Rancière’s The Ignorant Schoolmaster and Studying Teaching
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    Chapter 300 Place in Early Childhood Teacher Education
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    Chapter 367 Teacher Professional Development: Multilevel Perspective
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    Chapter 434 Activating the Voices of Young People Who Truant
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    Chapter 466 From Technical to Postparadigmatic Curriculum Theorizing in Environmental and Sustainability Education Teacher Education
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    Chapter 300001 Abilities
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    Chapter 300002 Academic Qualification
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    Chapter 300003 Accountability
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    Chapter 300006 Action Research
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    Chapter 300007 Active Schools
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    Chapter 300008 Advanced Liberalism
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    Chapter 300009 Advanced Mathematics Courses in Secondary School Mathematics Teacher Education
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    Chapter 300010 Adventurous Learning
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    Chapter 300011 Analyzing
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    Chapter 300012 Associate Teacher
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    Chapter 300013 Attitudes
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    Chapter 300014 Awareness
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    Chapter 300015 Baby
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    Chapter 300016 Basic Education
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    Chapter 300017 Beliefs
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    Chapter 300018 Black and Ethnic Minority (BME) Female Leaders
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    Chapter 300019 Capacities
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    Chapter 300020 Care Ethics
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    Chapter 300021 Career Choice
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    Chapter 300022 Career Development
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    Chapter 300023 Career Preparedness
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    Chapter 300024 Career Self-Efficacy
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    Chapter 300025 Caregiver
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    Chapter 300026 Caribbean
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    Chapter 300027 Children’s Health
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    Chapter 300028 China
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    Chapter 300029 Collaborative Knowledge Development
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    Chapter 300030 Competition
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    Chapter 300031 Confidence
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    Chapter 300032 Contradiction
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    Chapter 300033 Coping
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    Chapter 300034 Creche
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    Chapter 300035 Critical Geography
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    Chapter 300036 Critical Literacy
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    Chapter 300037 Critical Media Literacy
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    Chapter 300038 Critical Media Pedagogy
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    Chapter 300039 Critical Pedagogy
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    Chapter 300040 Critical Race Theory (CRT)
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    Chapter 300041 Cross-Cultural Psychology
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    Chapter 300042 Cultural Psychology
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    Chapter 300043 Day Care
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    Chapter 300044 Dialogue
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    Chapter 300046 Digital Capital
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    Chapter 300047 Digital Equality
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    Chapter 300048 Digital Equity
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    Chapter 300049 Digital Exclusion
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    Chapter 300050 Disability
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    Chapter 300052 Dispositions
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    Chapter 300053 Diversity
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    Chapter 300054 Duty of Care
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    Chapter 300055 Early Childhood
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    Chapter 300056 Early Childhood Care and Education
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    Chapter 300061 Education for Sustainability (EfS)
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    Chapter 300062 Education for Sustainable Development (ESD)
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    Chapter 300064 E-Exclusion
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    Chapter 300065 E-Inclusion
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Title
Encyclopedia of Teacher Education
Published by
Springer Singapore, June 2022
DOI 10.1007/978-981-16-8679-5
ISBNs
978-9-81-168678-8, 978-9-81-168679-5
Editors

Michael A. Peters

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Mendeley readers

The data shown below were compiled from readership statistics for 40 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 40 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 6 15%
Lecturer > Senior Lecturer 3 8%
Professor 3 8%
Student > Master 3 8%
Student > Ph. D. Student 3 8%
Other 7 18%
Unknown 15 38%
Readers by discipline Count As %
Social Sciences 13 33%
Linguistics 3 8%
Agricultural and Biological Sciences 2 5%
Arts and Humanities 2 5%
Psychology 2 5%
Other 4 10%
Unknown 14 35%