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The Palgrave Handbook of Teacher Education Research

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Cover of 'The Palgrave Handbook of Teacher Education Research'

Table of Contents

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    Book Overview
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    Chapter 1 Teacher Quality: The Preparation, and Utilization of Teachers in Sub-Saharan Africa
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    Chapter 2 Rethinking the Complex Determinants of Teacher Shortages
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    Chapter 4 Standardized Testing as a Gatekeeping Mechanism for Teacher Quality
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    Chapter 5 Stayers: In the Long Run. A Comparative Study of Retention in Two Swedish Teacher Generations
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    Chapter 6 Newly Arrived Migrant Teachers and the Challenges of Reentering Work: Introduction to the Swedish Teaching System
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    Chapter 7 Educational Isolation and the Challenge of “Place” for Securing and Sustaining a Quality Teacher Supply
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    Chapter 8 Initial Teacher Education: The Opportunities and Problems Inherent in Partnership Working
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    Chapter 9 Developing a “Research Literacy Way of Thinking” in Initial Teacher Education: Students as Co-researchers
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    Chapter 10 The Uses and Abuses of “Quality” in Teacher Education Policy Making
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    Chapter 11 School-Based Teacher Educators: Understanding Their Identity, Role, and Professional Learning Needs as Dual Professionals
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    Chapter 12 Universities, Research, and Initial Teacher Education in England and Wales: Taking the Long View
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    Chapter 14 Specialized Educational Knowledge and Its Role in Teacher Education
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    Chapter 15 Towards Internationally Shared Principles of Quality Teacher Education: Across Finland, Hong Kong, and the United States
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    Chapter 16 Assessment in HE Initial Teacher Education: Competing Contexts Discourses and the Unobtainable Pursuit for Fidelity
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    Chapter 17 From Benign Neglect to Performative Accountability: Changing Policy and Practice in Continuing Professional Development for Teachers
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    Chapter 18 Doubt, Skepticism, and Controversy in Professional Development Scholarship: Advancing a Critical Research Agenda
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    Chapter 19 An Inquiry into Teacher Agency and Professional Development: The Introduction of the Early Career Framework in England
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    Chapter 20 School-Based Teacher Educators: A Scottish Manifesto
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    Chapter 21 Regulating and Reifying Teacher Professional Development: Teachers’ Learning under Global Policy Conditions
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    Chapter 23 Teacher Leadership in the Classroom
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    Chapter 24 Developing a Model of Establishing Receptivity to Teacher-Led Change in Schools
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    Chapter 25 Standards for School Leadership and Principalship
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    Chapter 26 Middle Leaders in the Schools
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    Chapter 27 External Change Agents in Professional Learning: The Case of the General Teaching Council Scotland
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    Chapter 28 Reframing Teacher Professional Identity and Learning
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    Chapter 30 Professionalism in Practice: Contextual Differences in Understandings, Practices, and Effects of Teacher Autonomy
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    Chapter 31 Anchoring Teacher Professional Learning and Development in Context: How Schools Enable Teachers to Thrive
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    Chapter 32 Pedagogical Change and Professional Courage
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    Chapter 33 Advancing Teacher Professionalism in Rural China: An Equality-Oriented Policy Approach
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    Chapter 34 A Cross-National Analysis of Organizational Support for Teachers’ Professional Learning
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    Chapter 35 Centering Multilingual Learners and Countering Racism in Teacher Education
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    Chapter 36 Spatial Perspectives: A Missing Link for Comparative Teacher Education Research
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    Chapter 37 Reciprocal Learning in Teacher Education Between Canada and China in a Globalized Context
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    Chapter 38 Teacher Education Perspectives in the Ibero-Latin American Context: A Comparative View
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    Chapter 40 Preparing and Supporting Beginning Teachers for the Challenges of Teaching in Urban Primary Schools
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    Chapter 41 Trans-inclusive Policy and Opportunities for Trans-affirming Teacher Education: An Ontario Case Study
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    Chapter 42 Shoring Up “Teacher Quality”: Media Discourses of Teacher Education in the United Kingdom, United States, and Australia
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    Chapter 44 Critiquing Teacher Well-Being Policy in England: Developing a Values-Based Approach to Promote Trainee Teachers’ Well-Being
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    Chapter 46 Policy, Teacher Education, and Covid-19: An International “Crisis” in Four Settings
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    Chapter 47 Initial Teacher Education and Social Justice
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    Chapter 48 Policy and Practice in Increasing BME Teachers’ Access to ITE and a Leadership Career in the Teaching Profession in England
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    Chapter 50 Teacher Education in India: Virtual Capture of the “Public”
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    Chapter 51 Global Discourses, Teacher Education Quality, and Teacher Education Policies in the Latin American Region
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    Chapter 52 From Global to Local: Policy Vernacularization as Assemblage, Refoulement , and Meld
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    Chapter 53 The OECD, the Vehicularity of Ideas, “Wormholes,” and the 2018 Initial Teacher Education Curricular Reform in Mexico
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    Chapter 54 Teacher Leadership in Cross-National Perspective
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    Chapter 56 Reframing Global Education in Teacher Education from the Perspectives of Human Capability and Cosmopolitan Ethics
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    Chapter 57 Globalizing Teacher Education Through English as a Medium of Instruction: A Vygotskian Perspective
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    Chapter 58 Shadow Elite of Transnational Policy Networks: Intermediary Organizations and the Production of Teacher Education Policies
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    Chapter 59 Reshaping the Teaching Profession: Patterns of Flexibilization, Labor Market Dynamics, and Career Trajectories in England
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    Chapter 63 Continuing Professional Development: Negotiating the Zip
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    Chapter 64 Learning to Teach Equitably: Theoretical Frameworks and Principles for International Research and Practice
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    Chapter 65 Teacher Education in Post-Soviet States: Transformation Trends
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    Chapter 66 Intercultural Education: The Training of Teachers for Inclusion
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    Chapter 67 The Development Discourse of “Quality Teachers”: Implications for Teacher Professional Development
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    Chapter 68 Issues Related to Teacher Preparation in Southern Africa
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    Chapter 69 Standards and Stories: Educational Policy and White Supremacy in the Lives and Work of White Teachers
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    Chapter 70 Policy Problems: Policy Approaches to Teacher Education Research
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    Chapter 71 The Political Economy of Teacher Training in Latin America: A Review of the Research Literature
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    Chapter 72 Laying the Foundations for Leadership: Research-Informed Teacher Education
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    Chapter 73 Globalization, Teachers, and Teacher Education: Theories, Themes, and Methodologies
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    Chapter 74 Postgraduate Research as a Vehicle for (Trans)forming Teachers’ Professional Development: Opportunities and Challenges
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    Chapter 75 The Importance of Context: Teacher Education Policy in England and France Compared
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    Chapter 76 Cases of Four International Reforming Contexts: Prelude to the Pandemic and Beyond
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    Chapter 77 Teaching Diverse Students: A Comparative Analysis of Perspectives from South Africa, Canada, and Hong Kong
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    Chapter 78 Subject Disciplines and the Construction of Teachers’ Identities
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    Chapter 80 Recent Trends in Teacher Identity Research and Pedagogy
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    Chapter 81 The Supply, Recruitment, and Retention of Teachers
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    Chapter 82 Student Response Systems in Initial Teacher Education: A Scoping Review of Web-Based Applications
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    Chapter 83 Globalization and the Impact of ICT on Teachers’ Work and Professional Status
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    Chapter 84 Learning to Teach: Building Global Research Capacity for Evidence-Based Decision-Making
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    Chapter 85 Teacher Education Research in the Twenty-First Century
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    Chapter 86 The Need for Comparative Studies in Teacher Education
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    Chapter 87 The Many Meanings of Practice-Based Teacher Education: A Conceptualization of the Term
Attention for Chapter 85: Teacher Education Research in the Twenty-First Century
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Chapter title
Teacher Education Research in the Twenty-First Century
Chapter number 85
Book title
The Palgrave Handbook of Teacher Education Research
Published by
Palgrave Macmillan, Cham, January 2023
DOI 10.1007/978-3-031-16193-3_85
Book ISBNs
978-3-03-116192-6, 978-3-03-116193-3
Authors

Menter, Ian

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Geographical breakdown

Country Count As %
Unknown 1 100%

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Readers by professional status Count As %
Professor 1 100%
Readers by discipline Count As %
Psychology 1 100%