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A Companion to Research in Teacher Education

Overview of attention for book
A Companion to Research in Teacher Education
Springer Singapore

Table of Contents

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    Book Overview
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    Chapter 1 A Companion to Research in Teacher Education
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    Chapter 2 Developing the Thoughtful Practitioner
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    Chapter 3 Variations in the Conditions for Teachers’ Professional Learning and Development: Teacher Development, Retention and Renewal over a Career
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    Chapter 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge
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    Chapter 5 A Role of Doing Philosophy in a Humanistic Approach to Teacher Education
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    Chapter 6 The Development of Accomplished Teaching
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    Chapter 7 Towards a Principled Approach for School-Based Teacher Educators: Lessons from Research
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    Chapter 8 The Strathclyde Literacy Clinic: Developing Student Teacher Values, Knowledge and Identity as Inclusive Practitioners
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    Chapter 9 You Teach Who You Are Until the Government Comes to Class: A Study of 28 Literacy Teacher Educators in Four Countries
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    Chapter 10 Clinical Practice in Education: Towards a Conceptual Framework
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    Chapter 11 Initial Teacher Education in Ireland—A Case Study
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    Chapter 12 Doing Harm to Educational Knowledge: The Struggle over Teacher Education in Sweden and Norway
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    Chapter 13 The Pre-service Education of Disability Pedagogues in Norway: Maximising Social Pedagogic Ambition
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    Chapter 14 Repositioning, Embodiment and the Experimental Space: Refiguring Student–Teacher Partnerships in Teacher Education
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    Chapter 15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from Case Studies from Two New Zealand Universities
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    Chapter 16 Researching the Intersection of Program Supervision and Field Placements: Interactional Ethnographic Telling Cases of Reflexive Decision-Making Process
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    Chapter 17 Networked Teaching and Learning for Life-Long Professional Development
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    Chapter 18 Teacher Agency and Professional Learning Communities: What Can Learning Rounds in Scotland Teach Us?
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    Chapter 19 Supporting Mentoring and Assessment in Practicum Settings: A New Professional Development Approach for School-Based Teacher Educators
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    Chapter 20 Research in the Workplace: The Possibilities for Practitioner and Organisational Learning Offered by a School-University Research Partnership
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    Chapter 21 A QUEST for Sustainable Continuing Professional Development
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    Chapter 22 Teachers, Curriculum and the Neoliberal Imaginary of Education
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    Chapter 23 Re-Casting Teacher Effectiveness Approaches to Teacher Education
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    Chapter 24 The Paradox of Teacher Agency in a Glocalised World
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    Chapter 25 The Marketization of Teacher Education: Threat or Opportunity?
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    Chapter 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of ‘Successful Girls’
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    Chapter 27 Helping Teachers and School Leaders to Become Extra-Critical of Global Education Reform
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    Chapter 28 Quality of Education and the Poor: Constraints on Learning
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    Chapter 29 The Future of Teacher Education: Evidence, Competence or Wisdom?
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    Chapter 30 Attracting, Preparing, and Retaining Teachers in High Need Areas: A Science as Inquiry Model of Teacher Education
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    Chapter 31 Teacher Education, Research and Migrant Children
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    Chapter 32 Reforming Teacher Education in England—‘An Economy of Discourses of Truth’
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    Chapter 33 Teacher Educators’ Responsibility to Prepare Candidates for Classroom Realities
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    Chapter 34 Complexity and Learning: Implications for Teacher Education
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    Chapter 35 The Prevailing Logic of Teacher Education: Privileging the Practical in Australia, England and Scotland
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    Chapter 36 On the Role of Philosophical Work in Research in Teacher Education
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    Chapter 37 Relational Expertise: A Cultural-Historical Approach to Teacher Education
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    Chapter 38 Researching Teacher Education Policy: A Case Study from Scotland
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    Chapter 39 Researching Practice as Education and Reform
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    Chapter 40 Representing Teaching Within High-Stakes Teacher Performance Assessments
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    Chapter 41 Research and the Undermining of Teacher Education
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    Chapter 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education
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    Chapter 43 The Place of Research in Teacher Education? An Analysis of the Australian Teacher Education Ministerial Advisory Group Report Action Now: Classroom Ready Teachers
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    Chapter 44 Educating the Educators: Policies and Initiatives in European Teacher Education
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    Chapter 45 Making Connections in the UK and Australia—Research, Teacher Education and Educational Improvement
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    Chapter 46 ‘If I Could Not Make a Difference Why Would I Be a Teacher?’ Teaching English as an Additional Language and the Quest for Social Justice
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    Chapter 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching for English Language Learners
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    Chapter 48 University Coursework and School Experience: The Challenge to Amalgamate Learning
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    Chapter 49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda
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    Chapter 50 Theorising Teacher Practice with Technology: Implications for Teacher Education Research
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    Chapter 51 Capturing Science PCK Through Students’ Experiences
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    Chapter 52 Teacher Sense-Making in School-Based Curriculum Development Through Critical Collaborative Professional Enquiry
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    Chapter 53 Flows of Knowledge in Teaching Teams: A Collaborative Approach to Research in Early Childhood Education
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    Chapter 54 Conquering Content: A Key to Promoting Self-efficacy in Primary Science Teaching
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    Chapter 55 Mentoring of Newly Qualified Teachers in the Educational Sense
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    Chapter 56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a Pan-European Collaboration
Attention for Chapter 43: The Place of Research in Teacher Education? An Analysis of the Australian Teacher Education Ministerial Advisory Group Report Action Now: Classroom Ready Teachers
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Chapter title
The Place of Research in Teacher Education? An Analysis of the Australian Teacher Education Ministerial Advisory Group Report Action Now: Classroom Ready Teachers
Chapter number 43
Book title
A Companion to Research in Teacher Education
Published by
Springer Singapore, January 2017
DOI 10.1007/978-981-10-4075-7_43
Book ISBNs
978-9-81-104073-3, 978-9-81-104075-7
Authors

Martin Mills, Merrilyn Goos, Mills, Martin, Goos, Merrilyn

Editors

Michael A. Peters, Bronwen Cowie, Ian Menter

View on publisher site
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 9 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 9 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 1 11%
Student > Bachelor 1 11%
Lecturer 1 11%
Lecturer > Senior Lecturer 1 11%
Unknown 5 56%
Readers by discipline Count As %
Social Sciences 3 33%
Business, Management and Accounting 1 11%
Philosophy 1 11%
Unknown 4 44%

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