A Companion to Research in Teacher Education

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