John Loughran Mary Lynn Hamilton Editors International Handbook of Teacher Education Volume International Handbook of Teacher Education John Loughran • Mary Lynn Hamilton Editors International Handbook of Teacher Education Volume Editors John Loughran Faculty of Education Monash University Clayton, Victoria, Australia Mary Lynn Hamilton School of Education University of Kansas Lawrence, Kansas, USA ISBN 978-981-10-0364-6 ISBN 978-981-10-0366-0 DOI 10.1007/978-981-10-0366-0 (eBook) Library of Congress Control Number: 2016938695 © Springer Science+Business Media Singapore 2016 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media Singapore Pte Ltd Contents of Volume Part I Organisation and Structure of Teacher Education Developing an Understanding of Teacher Education John Loughran and Mary Lynn Hamilton The History of Initial Teacher Preparation in International Contexts Peggy L Placier, Moeketsi Letseka, Johannes Seroto, Jason Loh, Carmen Montecinos, Nelson Vásquez, and Kirsi Tirri 23 Structure of Teacher Education Cheryl J Craig Approaches to Teacher Education 137 Julian Kitchen and Diana Petrarca Teacher Education Curriculum 187 Maria Assunỗóo Flores The Practicum: The Place of Experience? 231 Simone White and Rachel Forgasz Reform Efforts in Teacher Education 267 Clare Kosnik, Clive Beck, and A Lin Goodwin Part II 69 Knowledge and Practice of Teacher Education Pedagogy of Teacher Education 311 Fred A.J Korthagen Pedagogical Content Knowledge in Teacher Education 347 Amanda Berry, Fien Depaepe, and Jan van Driel 10 Pedagogical Reasoning in Teacher Education 387 John Loughran, Stephen Keast, and Rebecca Cooper v vi Contents of Volume 11 The Place of Subject Matter Knowledge in Teacher Education 423 Marissa Rollnick and Elizabeth Mavhunga 12 Professionalising Teacher Education: Evolution of a Changing Knowledge and Policy Landscape 453 Diane Mayer and Jo-Anne Reid 13 Learning from Research on Beginning Teachers 487 Beatrice Avalos 14 Teacher Education as a Moral Endeavor 523 Cees A Klaassen, Richard D Osguthorpe, and Matthew N Sanger Author Biographies 559 Index 573 Contents of Volume Part III Teacher Educators 15 Personal Practical Knowledge of Teacher Educators Vicki Ross and Elaine Chan 16 Beginning Teacher Educators: Working in Higher Education and Schools Jean Murray 35 17 Reflective Practice Carol Rodgers and Vicki Kubler LaBoskey 18 Mentoring 105 Lily Orland-Barak 19 Exploring the Complex Concept of Quality in Teacher Education 143 Tom Russell and Andrea K Martin 20 Intimate Scholarship: An Examination of Identity and Inquiry in the Work of Teacher Educators 181 Mary Lynn Hamilton, Stefinee Pinnegar, and Ronnie Davey 21 Teacher Education for Educational and Social Transformation 239 Lorena I Guillén, Camila I Gimenes, and Ken M Zeichner Part IV 71 Students of Teaching 22 Factors Influencing Teaching Choice: Why Do Future Teachers Choose the Career? 275 Paul W Richardson and Helen M.G Watt 23 Being a Student of Teaching: Practitioner Research and Study Groups 305 Robert V Bullough Jr and Leigh K Smith vii viii Contents of Volume 24 Becoming Teacher: Exploring the Transition from Student to Teacher 353 Alan Ovens, Dawn Garbett, and Derek Hutchinson 25 Teacher Candidates as Researchers 379 Shawn Michael Bullock 26 Functions of Assessment in Teacher Education 405 Kari Smith 27 The Emotional Dimension in Becoming a Teacher 429 Geert Kelchtermans and Ann Deketelaere 28 Social Justice and Teacher Education: Context, Theory, and Practice 463 Sharon M Chubbuck and Michalinos Zembylas 29 Looking Beyond Borders: Scholarship of Teacher Education 503 Mary Lynn Hamilton and John Loughran Author Biographies 519 Index 531 Part I Organisation and Structure of Teacher Education This first Part of the International Handbook of Teacher Education is designed to introduce the major ideas associated with the organisation and structure of teacher education The section offers an overview of many of the challenging and provocative issues associated with the way teacher education is structured and conducted as well as a consideration of some of the salient historical features and traditional influences on the nature of teacher education more generally The section makes clear the important links between public perceptions of teaching and the way teacher education itself is perceived as a consequence, as well as examining many of the ways in which elements of teacher education are structured in an attempt to prepare pre-service teachers for their work as professional pedagogues As is the case with the Handbook as a whole, there is a strong focus on the international literature in order to develop a holistic and well informed global view about the nature, structure and organisation of teacher education Author Biographies 567 Bachelor of Education Program Director and conducting research on the development, implementation, and outcomes of the extended initial teacher education programme In 2011, she was recognized by the Canadian Associate for Teacher Education (CATE) for her doctoral research on supporting associate teachers during the practicum via a web-based learning tool, and a year later, she was awarded a SSHRC Public Outreach grant to redevelop the work and create a web-based learning tool for all practicum partners Dr Petrarca is currently exploring the conceptions and/or misconceptions of teacher candidates as they progress through a pre-service programme via a SSHRC-funded research documentary film project The (Un)Making of the Teacher In 2013, Dr Petrarca received the UOIT Teaching Excellence Award for tenured and tenure-track faculty Peggy L Placier is an associate professor (emeritus) in Education Policy Studies at the University of Missouri She holds an MA in Anthropology and a PhD in Foundations of Education with a minor in Anthropology from the University of Arizona Her areas of teaching include social foundations of teacher education, sociology of education, history of U.S education, qualitative research, and policy analysis She conducts qualitative research using sociolinguistic and ethnographic approaches, on the topics of state and district policy formation, the discourses of policymaking, faculty development, and teacher education reform and practice Stefinee Pinnegar a teacher educator in the McKay School of Education at Brigham Young University, Provo Utah Her research interests focus on teachers’ thinking along with ways to reveal that thinking through S-STEP and narrative methodologies Recent publications include (co-authored with Mary Lynn Hamilton): SelfStudy of practice as a genre of qualitative research: Theory, methodology, and practice (2009) and Knowing, Doing, Becoming as Teacher Educators: Identity, Intimate Scholarship, Inquiry Furthermore, she is the editor of the popular series – Advances in Research on Teaching published by Emerald Press 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 She began her career teaching Secondary English, and has a long-standing involvement in teacher education She has worked as co-editor of the Asia-Pacific Journal of teacher Education and served as President of the Australian Teacher Education Association She is interested in post-structuralist theories of practice as a theoretical framework for rethinking teacher education for a diverse and changing society She has published a range of books and articles on curriculum, classroom practice and research, both alone and in collaboration with others Paul W Richardson is Associate Dean (Research) and was previously Associate Dean (Teaching) in the Faculty of Education at Monash University, Australia He has worked at the University of Sydney, the Gippsland Institute of Advanced Education, and the University of Michigan He is engaged in a longitudinal study of 568 Author Biographies the career choice motivations of teachers, teacher self-efficacy, and the career trajectories of different types of beginning and mid-career teachers This investigation has attracted substantial research funding from three sequential Australian Research Council grants (2006–2016) He has begun work on theorising the career motivations of early career university academics Carol Rodgers, an associate professor of education at the SUNY-Albany, focuses her research on reflective practice, the philosophy of John Dewey, presence in teaching, and the theory and practice of a humanizing pedagogy A Fulbright Scholar at Nelson Mandela Metropolitan University in Port Elizabeth, South Africa in 2011, she worked as a Peace Corps Volunteer in Senegal, in Southeast Asian refugee camps, and at the School for International Training in Brattleboro, VT John Dewey, Caleb Gattegno, Maxine Greene, Paolo Freire, and her ongoing work with teachers and children influence her work Marissa Rollnick holds a B.Sc and teaching diploma (Wits University), MSc in chemical education (University of East Anglia) and a PhD (Wits University) She taught at school level in South Africa and at teachers’ college and university level in Swaziland before returning to South Africa in 1990 Since then she has worked at Wits University and is currently Chair of Science Education Her research interests have covered areas such as language in science and learning of chemistry at the foundation level but now she is engaged in research into subject matter for teaching, or pedagogical content knowledge Vicki Ross is an associate professor in the Department of Teaching and Learning in the College of Education, and she serves as the director of the Curriculum and Instruction Doctoral Program at Northern Arizona University Her research and teaching interests are in the areas of mathematics education, teacher development, narrative inquiry, and curriculum She is co-editor of Emerald Series on Research on Teaching, Advances in Research on Teacher Education: Narrative Strand Tom Russell’s teaching and research focus on how individuals learn to teach He is particularly interested in reflective practice, the preservice practicum and the challenges of learning from experience He is a founding editor of Studying Teacher Education and actively supports self-study of teacher education practices Since 2010 he has consulted extensively in Chile In 2012 he received the Canadian Association for Teacher Education Award for Outstanding Contributions to Research in Teacher Education in Canada Over his career he has been principal or coinvestigator on seven three-year research grants from the Social Sciences and Humanities Research Council of Canada Matthew N Sanger is a Professor in the College of Education at Idaho State University He received his PhD in Educational Studies, along with an MA in Philosophy, from the University of Michigan, Ann Arbor He teaches courses in the Author Biographies 569 social foundations of education, and in research methodology 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 of the book The Moral Work of Teaching and Teacher Education: Preparing and Supporting Practitioners, from Teachers College Press Johannes Seroto is an associate professor in History of Education at the University of South Africa He is the Chair of the Department of Educational Foundations He holds an MEd and DEd in History of Education He has authored numerous journal articles, contributed chapters in academic books and has also presented a number of scientific papers at local and international conferences His areas of research include missionary education in South Africa, indigenous knowledge systems, history of South African education, and comparative education Kari Smith’s research interests include teacher education, professional development, mentoring novice teachers and assessment for and of learning Prior to becoming a teacher educator, she taught in for 18 years Since January 2015 Smith has been the Head of the Norwegian National Research School in Teacher Education at the Norwegian University of Science and Technology She has also been active in the European Association for Research in Learning and Instruction, a member of the American Educational Research Association and of the International Study Association for Teachers and Teaching and served on international journal editorial boards Leigh K Smith is an Associate Professor of Science Education in the Department of Teacher Education of Brigham Young University Her research interests include teacher education, including both preservice and practicing teachers; teacher thinking, including teacher knowledge and beliefs and how they influence practice and student learning; education reform; and most recently teaching and learning science with a focus on science and engineering practices Kirsi Tirri is a Professor of Education and Research Director at the Department of Teacher Education at the University of Helsinki, Finland She is the Chair of Doctoral Programme SEDUCE (School, Education, Culture and Society) She is also a visiting scholar with the Stanford Center on Adolescence, USA Tirri was the President of ECHA (European Council for High Ability) from 2008 to 2012 and the President of the Special Interest Group (SIG) International Studies of the American Educational Research Association (AERA) for the years 2010–2013 Her research interests include school pedagogy, moral and religious education, gifted education, teacher education and cross-cultural studies Jan van Driel is a professor of science education and director of ICLON-Leiden University Graduate School of Teaching His research interests focus on teachers’ knowledge and development in the context of pre-service teacher education and 570 Author Biographies educational innovation Among others, he is chair of the association of teacher education in Dutch universities, and editor of the International Journal of Science Education Nelson Vásquez is an Associate Professor in the History Institute, Pontificia Universidad Católica de Valparso, Chile Currently, he serves as Vice-President for Academic Affairs and teaches methods of history education He conducts research on the improvement of initial teacher education and the induction of beginning teachers Most recent co-authored publications include: Students’ perceptions of democracy and human rights upon completing elementary education: an approach from the History classroom (Psicoperspectivas, 2013); Beginning teachers: problems and success in their professional work (Estudios Pedagógicos, 2015) Helen M.G Watt is an Associate Professor in the Faculty of Education, Monash University, and an Australian Research Council Fellow 2011–2015 She has made contributions concerning (1) young men’s and women’s motivations, engagement, success and wellbeing in STEM-related careers; (2) underpinnings of teacher engagement, success and wellbeing Helen is Founder and coordinator of the Network Gender & STEM (www.genderandSTEM.com) She has co-edited influential books and journal special issues including Gender and occupational outcomes (2008); Understanding women’s choice of mathematics- and science-related careers (2006); Teacher Motivation (2014) and Teaching motivations in different countries (2012) Simone White is the Chair of Teacher Education in the Faculty of Education at Monash University and currently the President of the Australian Teacher Education Association (ATEA) Simone’s publications, research and teaching are focused on the key question of how to best prepare teachers and leaders for diverse communities Her current research areas focus on teacher education policy and research, professional experience and building and maintaining university-school/community partnerships Through this work, she aims to connect research, policy and practice in ways that bring school and university teacher educators together and break down traditional borders between academics, policy makers, communities and practitioners Ken M Zeichner is the Boeing Professor of Teacher Education at the University of Washington, Seattle He grew up in Philadelphia and attended Philadelphia public schools He is a former elementary teacher and taught in Syracuse New York in a public community school After working as a teacher educator in the National Teacher Corps and completing his PhD at Syracuse University, he spent 34 years on the faculty at the University of Wisconsin Throughout his career, Ken has focused on the preparation of culturally and community responsive teachers for urban schools He moved to Seattle in 2009 with his wife Andrea where two of their three sons and their families also live Author Biographies 571 Michalinos Zembylas is Associate Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus and a Visiting Professor and Research Fellow at the Institute for Reconciliation and Social Justice, University of the Free State, South Africa He has written extensively on emotion and affect in relation to social justice pedagogies, intercultural and peace education, human rights education and citizenship education Recent books include Teaching Contested Narratives: Identity, Memory and Reconciliation in Peace Education and Beyond (w/Z Bekerman) and Integrated education in conflicted societies (w/C McGlynn and Z Bekerman) and Emotion and Traumatic Conflict: Re-claiming Healing in Education Index A Abell, S.K., 348, 350, 367, 377 Accountability, 42–44, 57, 58, 85, 95, 140, 163, 167, 190, 191, 193, 195, 210, 211, 214, 271, 280–283, 295–296, 315, 454, 462, 463, 466, 471, 473, 513, 517, 528, 550 Achievement-goal theory, 504 Action-research, 87, 108, 118, 206, 207, 252, 293, 329, 367, 458, 459, 492 Adler, J., 28, 424, 425, 442 Afrikaner Nationalist Party, 26–28 Allen, D., 456 Allen, J.M., 236, 239, 253 Alternative certification, 70, 76, 81, 82, 85, 142, 144–149, 151, 152, 178, 283, 284, 290, 317, 355, 462, 465, 492 Alternative practicum, 255 Althof, W., 528, 538, 547 American Board for Certification of Teacher Excellence (ABCTE), 283, 465 Analogies, 347, 369, 396 A Nation at Risk, 56, 85, 459 Apprenticeship model, 7, 8, 150, 210, 238, 254, 278, 313, 446, 469 Apprenticeship of observation, 144, 152, 169, 211, 321, 397, 435 Approximations of practice, 324–325 Assessment, 29, 35, 38, 42, 43, 71, 72, 95, 109, 149, 163–168, 170, 174, 196, 201, 204, 206, 208, 212, 213, 241–243, 252, 256, 267–269, 271, 276, 285, 288, 289, 294, 296, 316, 330, 336, 350, 354–357, 365, 369, 378, 394, 396, 397, 424, 442, 443, 453, 461, 462, 464, 467, 472–474, 491, 493, 494, 501, 506, 515, 516, 549 Association of Southeast Asian Nations (ASEAN), 37 Asymmetric model, 76 Australian Institute for Teaching and School Leadership (AITSL), 122, 464, 467 Authentic assessments, 472 Autobiographical writing, 327 Autonomy, 32, 33, 48, 49, 86, 89, 111, 158, 167, 174, 191, 197, 207, 215, 219, 220, 248, 276, 277, 289–293, 297, 467, 516, 531, 533, 536, 545 Ávalos, B., 41, 42, 90, 272, 321, 326, 487–517 B Baaskap, 26 Ball, D., 349–351 Ball, D.L., 350, 424, 425, 427, 429, 433, 435, 437, 442, 445, 447, 469, 470, 472, 503 Ball, L.D., 219, 457 Bandura, A., 504, 541 Bank Street College, 153 Bantu Education Act, 27–28 Barnes, D., 3, 390, 393 Beck, C., 138, 151, 153, 155, 159, 169–171, 174, 237, 239, 258, 277, 279, 292, 300, 301, 332, 536 Becoming a teacher (BaT) study, 115, 119, 476 Becoming a teacher (BaT) educator, 7, 13, 461, 510 Beijaard, D., 322, 325, 327, 328, 511 Ben-Peretz, M., 12, 316, 321, 456 Berliner, D., 5, 464 Berliner, D.C., 147, 316, 388, 456, 465 © Springer Science+Business Media Singapore 2016 J Loughran, M.L Hamilton (eds.), International Handbook of Teacher Education, DOI 10.1007/978-981-10-0366-0 573 574 Berry, A., 4, 9, 11, 14, 16, 311, 331, 334, 347–350, 352–381, 398, 405–408, 411, 412, 425, 457 Black schools, 54, 55 Black teacher education, 27, 55 Blömeke, G., 359 Blömeke, S., 74, 359, 365, 376, 377 Bloomfield, D., 232, 241, 242, 250–252, 259, 274 Bologna Agreement, 69, 94, 97, 100, 104, 106 Bologna Declaration, 95, 195 Bologna process, 50, 97, 99, 105, 195, 199, 200, 204, 212 Borko, H., 329, 330, 350, 393 Brandenburg, R., 11, 326, 398 Bransford, J., 5, 152, 160, 169, 170, 231, 236, 239, 259, 302, 424, 446, 447, 472 Britzman, D., 4, 321 Brouwer, M., 323, 324 Brouwer, N., 74, 249, 250, 320, 322, 332, 476 Buchmann, M., 154, 437 Bullock, S.M., 10, 216, 293, 337, 393, 398, 407 Bullough, R., 333 Bullough, R.V., 318, 327, 499, 501, 502, 517 Bullough, R.V.J., 12, 15, 464, 465 Bullough, R.V Jr., 240, 241, 250, 255 Bureaucratic leadership, 550 C Calderhead, J., 325, 392, 456 Campbell, A., 232, 236, 237, 239 Campbell, E., 524, 525, 534 Campus-school connection, 273 Canadian Association for Teacher Education (CATE), 291–293 Carr, D., 538 Carr, W., 143, 154, 161, 329 Case methods, 252, 322–323, 325 Central tasks of teacher education, 138 Child Development Project, 526 Chile, 23–59, 69, 70, 90, 124, 269, 272, 273, 300, 463, 487–513, 515–517 Christian National Education (CNE) policy, 27, 28 Christian religion, 26 Christie, P., 28, 445 Civil War, 55 Clark, C., 456, 487 Clark, C.M., 390 Clift, R., 73, 74, 400 Clift, R.T., 15, 332 Index Clinical experiences, 152, 155, 169, 171, 175, 178, 188, 200, 252, 336 Cochran-Smith, M., 8, 51, 57, 137, 139, 142, 189, 190, 209, 210, 218, 219, 233, 237, 279, 299, 317, 329, 332, 454, 456, 460–463, 473, 474, 525 Contrived curriculum, 495 Cognitive processing, 492–502 Cognitive psychology, 456 Collaboration using technology, 508 Collaborative teacher interactions, 507 Colleges of Advanced Education (CAEs), 458 Colonial period, 52–57 Common European Principles for Teacher Competences and Qualifications, 195, 212 Common schools, 54, 437 Communities of practice (CoP), 234, 326, 471, 508 Community-based practicum, 245 Competency-based model in teacher education (CBTE), 314 Complex nature of teaching, 10, 220, 258, 391, 408, 416 Complexity of teacher education, 5, 292, 470 Concerns for relevance, 492–502 Concretized, 15 Conference on Research and Teacher Education, 33 Constructing theory, Constructivist, 7, 14, 153, 217, 292, 294, 296, 297, 300, 302, 357, 363, 365, 376, 378, 494, 499, 500, 502, 511, 514, 541 Content knowledge, 5, 8, 9, 29, 34, 78, 79, 108, 111, 158, 159, 175, 197, 272, 313, 347–380, 394, 395, 424, 427, 429, 431, 432, 434, 440–442, 445, 447, 457, 464, 493, 496, 497, 526 Content knowledge for teaching mathematics (CKTM), 350, 351, 361, 370 Content representations (CoRes), 363, 367, 374, 379 Contextual factors, 333, 491 Continuum, 74, 143, 154, 188, 196, 203, 248, 274, 439 Contrived curriculum, 495–497 Cooper, M., 487, 512 Cooper, R., 387–416 Cooperating teachers, 112, 204, 217, 234, 236, 238, 240–242, 247, 248, 320, 469 Core practices, 153, 157–160, 178, 273, 324, 325, 470 Index Council for the Accreditation of Teacher Education (CATE), 90, 460 Craig, C.J., 69–77, 79–82, 84–130, 327, 390, 513 Critical incidents, 397, 398 Critical reflection, 153, 155, 161, 187, 219, 245, 403, 409, 458, 530, 534 Critical thinking skills, 437 Culture of trust, 48 Curricular knowledge, 151, 371, 374, 427 Curriculum, 11, 27, 75, 145, 187, 236, 267, 320, 347, 391, 424, 454, 488, 523 Curriculum frames, 493, 494, 509 Curriculum freedom, 48, 495, 496 Curriculum interpretation, 494 D 101 Damnations, 294 Darling-Hammond, L., 57–59, 72, 74, 137, 142, 143, 145, 147, 152–154, 159–161, 169–172, 179, 187–189, 192, 231, 269, 274, 279, 301, 302, 317, 318, 322, 323, 330, 331, 336, 398, 424, 425, 443, 444, 446, 447, 459, 460, 464, 466, 469, 471–475 Davey, R.L., 12, 18, 313 Day, C., 190, 191, 195, 213, 216, 238, 279, 325, 328, 476 Decentralized model, 79 Democratic citizenship development, 547 Demonstration lessons, 456 Depaepe, F., 347–381, 425 Deregulation, 44, 48, 57, 59, 117, 142, 148, 197, 281, 454, 464, 471, 477 Design research, 329 Development of knowledge as a teacher, 5, 16 Developmental Teacher Education program, 159 Dewey, J., 139, 154, 161, 233, 234, 249, 250, 259, 260, 296, 302, 325, 388, 399–402, 428, 437, 543, 547 Didactic tradition, 316 Didactics in disciplines, 429–431 Digital portfolio (DP), 163–165, 167, 168, 178 Dinkleman, T., 13 Direct-to-school approach, 272 Dispositions toward the subject, 435 Distributed leadership, 550 Documenting, 189, 192, 363, 515 Dynamic PCK, 368, 377–378 575 E Education and Training 2020 (ET, 2020), 196 Educational change, 18, 101, 194, 202, 281 Elbaz, F., 391, 456, 458 Elementary and Secondary Education (ESEA) Act, 280 Emotional tensions, 492, 502–509 Enacting teaching, 158, 514 English, R.M., 257 Equal opportunity, 45, 85 Equity, 41, 46, 48, 56, 58, 87, 159, 160, 173–175, 196, 242, 246 Erikson, E.H., 541 Ethical principles, 49, 533, 536, 537 Ethical teacher, 220, 525 Ethnic inequality, 545 European Commission, 193, 195, 269–271, 274, 295, 300, 301 European Portfolio for Student Teachers of Languages (EPOSTL), 165–167, 178 European Qualifications Framework, 208 Evaluation, 29, 31, 35, 42, 43, 71, 85, 86, 95, 145, 201, 217, 245, 250, 252, 271, 283, 325, 330, 332, 336, 362, 370, 389, 394, 395, 423, 462, 467, 469, 474, 532, 545 Exemplary function, 538–540 Experience, 4, 23, 70, 137, 188, 231, 270, 316, 349, 388, 425, 457, 488, 525 Expert, 5, 7, 9, 10, 12, 17, 57, 58, 144, 152, 153, 160, 161, 169, 194, 210, 214, 231, 241, 252, 256, 299, 315, 323, 326, 329, 333, 349, 373, 387, 388, 399, 402, 403, 409, 411, 440, 443, 456, 470 Expertise, 5, 6, 9, 12, 17, 102, 138, 144, 146, 148, 150, 151, 153, 156, 169, 179, 199, 241, 256, 278, 391, 407, 408, 457, 469, 472, 550 External frames, 513 F Facebook, 257 Faith, 52, 58, 59, 71, 85, 91, 96, 536 Feiman-Nemser, S., 72, 74, 138, 143, 144, 154, 162, 170, 178, 274, 299, 328, 456 Fenstermacher, G., 524, 541 Fenstermacher, G.D., 349, 388 Field experience, 7, 56, 84, 138, 144, 153, 160, 169–173, 176, 177, 198, 209, 217, 232, 237, 244, 251, 273, 316, 317, 322, 360, 369–374, 488, 525 576 Finland, 44–50, 58, 59, 70, 71, 83, 94, 97, 125, 174–177, 179, 187–189, 197, 198, 203, 206, 211, 216, 217, 220, 253, 269, 270, 297, 300, 433, 434, 466, 468, 516 Finnish advantage, 175, 179 Finnish research-based model of teacher education, 206 Flores, C., 38 Flores, C.X., 516 Flores, M., 83 Flores, M.A., 187–200, 202–222, 328 Foreign languages, 101, 103, 118, 440, 497, 498, 528 Forgasz, R., 231–260 Formal education, 25, 39, 52, 112, 543 Formosinho, J., 199, 202, 204, 213–215 Foundational courses, 155, 214 Frames, 5, 8, 10, 49, 162, 163, 174, 178, 193, 202, 207, 210, 238, 248, 255, 315, 322, 391, 393, 395, 401, 402, 454, 455, 471, 496, 508 Framework of Desired Attributes of a Beginning Teacher, 34 Freire, P., 3, 155, 302, 489 Friedrichsen, P., 348, 350, 367 Friedrichsen, P.J., 355, 378 Front loading, 14, 234 Fullan, M., 4, 137, 141, 190, 549 Furlong, C., 321 Furlong, J., 24, 90, 143, 148–150, 191, 233, 277–279, 317, 319, 453, 462, 464, 469, 470 G Gess-Newsome, J., 9, 348, 350, 424, 441 Gilligan, C., 533 Gilroy, P., 192, 193, 233, 277, 460, 463, 466 Global education reform, 237, 453 Global Education Reform Movement (GERM), 237, 453 Globalization, 245–247, 536, 537 Goodlad, J., 238, 299 Goodlad, J.I., 317, 459 Goodwin, A.L., 188, 198, 267–301 Gore, J.M., 14, 244, 325 Grossman, P., 10, 72, 74, 155, 194, 199, 211, 215, 237, 239, 253, 259, 314, 322–324, 333, 424, 427, 432, 440, 444, 446, 457, 469, 470, 475, 513 Grossman, P.L., 152, 348, 349, 354, 374 Index H Habermas, J., 531, 532, 537 Hamilton, L., 544 Hamilton, L.S., 464 Hamilton, M.L., 312, 329, 405, 414 Hammer, M., 30 Hansen, D., 544 Hansen, J., 255 Hansen, P., 513 Hansen, S., 76, 78, 79 Hargreaves, A., 190, 503 Hargreaves, L., 471, 503 Hashweh, M.Z., 383 Hidden curriculum, 217, 523, 529, 540, 542 High stakes testing program, 38 Hoban, G., 412 Hoban, G.F., 10, 393 Holmes group, 34, 137, 459 Houston, Texas, 70, 76, 79–82 Huberman, M., 487, 489 Human capital, 25, 48, 86 Human caring, 548 Humanistic Based Teacher Education (HBTE), 315, 327 Hume, A., 9, 92, 363, 368, 379, 548 I ICMI Study 12, 433 ICT, 203, 210, 269, 274, 298, 393 Ideal self-image, 541 Identification theory, 541 Identity building, 489, 490, 492 Identity shift, 258 Inclusion, 48, 166, 172, 175, 199, 209, 220, 221, 245, 322, 376, 380, 513, 546 Individualization, 455, 536 Induction, 58, 72, 74, 91, 100, 109, 123, 138, 157, 188, 194, 196, 207, 235, 274, 290, 301, 322, 358, 409, 455, 476, 487, 488, 491, 492, 497, 505–507, 512, 514–516 Induction experiences, 72, 512 Inequities, 25, 38, 44, 59, 326 Informal education, 23, 546 Informal learning, 507 Ingersoll, R., 322 Ingersoll, R.M., 442, 487 Initial teacher education (ITE), 30, 139, 141, 187–222, 270, 271 Initial teacher preparation (ITP), 23–59, 287, 289, 298, 506 Index Initial teacher training (ITT), 90, 91, 93, 276, 476 Innovation, 51, 70, 137, 194, 196, 207, 237, 251–253, 259, 260, 283, 286, 289, 291, 293, 298, 507, 546 Innovation in education, 207 Innovations in Teacher Education, 292, 293 Inquiry, 7, 8, 35, 49, 108, 144, 150, 151, 153, 154, 156, 159–160, 173, 176, 178, 191, 203, 206, 216, 233, 234, 260, 318, 321, 325, 326, 329, 378, 389, 400, 413, 443, 456, 468, 474, 477, 497, 498, 502, 504–506, 523, 524, 528 Inquiry-oriented paradigm, 49 In-service professional development, 274 Institute of Education (IE), 32–33, 36, 37 Integrated model of teacher training, 199 Integrated strategic planning framework, 30 Integrated teacher education, 97, 168–177, 179 Integrated theory for teacher education, 469 International Baccalaureate (IB) diploma exams, 31 International encyclopedia of teaching and teacher education, 73 Internationalisation, 208–209 K Kansanen, P., 45, 47–50, 94, 197, 206, 217, 348 Keast, S., 387–416 Kelchtermans, G., 327, 328, 348, 472, 503, 506 Kitchen, J., 137–139, 141–159, 161, 163–179, 215, 292, 427 Klaassen, C., 523–550 Knowledge about the subject, 435, 443 Knowledge of student thinking, 9, 370 Kohlberg, L., 532, 533, 547, 548 Korthagen, F., 74, 157, 211, 215, 216, 218, 220, 249, 250, 409, 476, 540 Korthagen, F.A., 74, 236, 237 Korthagen, F.A.J., 10, 17, 143, 154, 203, 205, 211, 215, 311–333, 335–337, 398, 400, 404, 526 Kosnik, C., 12, 138, 151–153, 155, 159, 160, 169–171, 174, 237, 239, 258, 267–301, 332 L Labaree, D., 142, 459 Labaree, D.F., 18, 51, 55, 144, 154, 313, 387, 426 Labour shortages, 147 577 Lave, J., 234, 508 Learning, 3, 23, 73, 138, 187, 231, 268, 311, 347, 387, 424, 454, 487, 526 Learning communities, 15, 157, 253–259, 288, 326, 327, 508 Learning to teach, 3–6, 8–11, 52, 138, 157, 169, 170, 204, 205, 218, 219, 221, 234, 236, 239, 244, 248, 254, 259, 327, 328, 336, 373, 387, 388, 397, 398, 403, 454–461 Learning to Teach In, From and Through Practice Project, 157 Le cornu, R., 232–234, 239, 245, 253–255, 274, 469 Lesson study, 108, 495 Links, 15, 118, 138, 151–153, 169–173, 177, 198, 205, 216, 221, 247, 252, 259, 280, 293, 299, 300, 318–320, 332, 335, 336, 354, 375, 391, 393, 395, 396, 398, 402–404, 411, 424, 428, 436, 440–442, 444, 445, 453, 461, 471, 476, 494, 495, 507, 510, 527 Loh, J., 23–59, 83, 514, 517 Longitudinal designs, 365 Lortie, D., 316, 321 Lortie, D.C., 144, 152, 397, 436, 487, 509 Louden, W., 4, 233, 294, 467, 476 Loughran, J., 73, 171, 215, 216, 218, 220, 300, 311–313, 331, 336, 337, 387–416, 457, 458 Loughran, J.J., 161, 162, 165, 168, 239, 248, 279, 320, 325, 329, 331, 333, 334, 337, 350, 363, 367, 368, 379 Lunenberg, L., 540 Lunenberg, M., 17, 322, 331, 337, 404, 409 Lutheran Church, 45 M Macbeath, J., 151, 275, 276, 471 Macbeath, J.M., 149 Management, 4, 33, 34, 55, 93, 112, 113, 149, 164, 173, 201, 220, 233, 241, 257, 277–278, 284, 286, 288, 374, 398, 457, 491, 498, 514 Mandatory accreditation system, 42 Mantra, 15 Marcondes, M., 83 Marcondes, M.I., 89, 199 Market-based reform, 41 Market forces, 142, 235 Mason, J., 349, 387, 402 Mass education movement, 69, 70, 90, 92, 95, 98 Master teacher, 233 578 Mathematics teachers, 313, 361, 365, 368, 370–371, 439, 442, 443, 496 Mavhunga, E., 423–447 Mayer, D., 153, 188, 192, 232, 454–477 McIntyre, D., 150, 151, 253, 317, 319, 333, 456, 457 Mentoring, 72, 145, 147, 239–242, 247, 249, 253, 256, 258, 274, 301, 322, 373, 491, 492, 502, 505, 507, 517 Mentoring opportunities, 505 Mentors, 12, 145, 146, 150, 153, 169, 175, 234, 240, 241, 245, 247–250, 256, 273, 300, 318, 320–322, 327, 366–368, 373–375, 379, 469, 491, 501, 515 Methods courses, 10, 155, 158, 199, 215, 259, 355, 358, 362, 366, 368, 372–374, 376, 379, 447 Metropolitan Multicultural Teacher Education Program (MMTEP), 145 Micro-politics, 211, 503, 504, 506, 512 Minimum requirements, 30, 115, 269–271, 295–296, 426 Minimum Requirements for Teacher Education Qualifications 2011 (MRTEQ), 30 Ministry of Education (MOE), 32, 34–36, 114, 116, 285–289 Missionary education, 25–26 Model of pedagogical reasoning, 388, 392, 399 Model of Teacher Education for the 21st century (TE21), 35 Modelling, 14–17, 171, 250, 362, 363, 404–407, 414, 415 Montecinos, C., 23–59, 90 Moral dilemmas, 532–534 Moral leadership, 549 Moral vacuum, 524, 527, 529 Mullholland, J.A., 513 Multiculturalism, 84, 171, 175 Murray, F.B., 525 Murray, J., 12, 90, 148, 150, 151, 156, 191, 276–278, 311, 312, 337, 462 Murray, S., 312, 333, 474 N Narratives, 7, 51, 108, 163, 289, 327, 367, 371, 392, 476, 492, 499, 516, 534, 537 Nathalie, 7, National consensus, 45 National Council for Accreditation of Teacher Education (NCATE), 56, 157, 253, 271, 282, 284, 464 Index National Council on Teacher Quality (NCTQ), 56, 462, 476 National curriculum, 37, 38, 48, 105, 149, 199, 436, 460, 496, 499 National inquiry into teacher education, 460 National Institute of Education (NIE), 34–37, 121, 286, 288, 289 Nationalist educational spirit, 46 Native Americans, 52, 54 Nature of teachers knowledge, 457 NCLB, 79, 85, 281–283 Neo-conservative, 142 Neo-liberal, 70, 141, 142, 179, 514 Neoliberalism, 140, 275, 453 New professionalism, 462 New Republic, 53 New teachers’ social learning, 506 New York, 53, 153, 282, 284, 476, 511 Ng, E.H., 36 Ng, P.T., 286–288 Niemi, H., 45–48, 174–176, 201, 203, 206, 217, 253 Nilssen, P., 373 Nilsson, P., 4, 9, 367, 368, 387, 397, 398 No Child Left Behind (NCLB), 465 No Child Left Behind Act, 280 Noddings, N., 533, 538, 541, 548, 549 Normal school, 39–40, 54, 55, 76, 92, 141, 151, 152, 290, 313, 427, 446, 456 Noticing, 402, 415 Núñez, I., 39, 40 Núñez, J.A., 38, 40 O Onion model, 334, 335 Online journal, 406 Ontario, Canada, 137, 139–143, 151, 291, 427 Organization for Economic Co-operation and Development (OECD), 24, 31, 38, 41–44, 59, 71, 73, 86, 96, 97, 105, 148, 237, 268, 270, 272–274, 279, 296, 298, 460, 487, 515, 516 Orland-Barak, L., 73, 83, 240, 487 Oser, F., 531, 538, 549 Osguthorpe, R.D., 523–550 P Paradox, 4, 5, 18, 187, 211, 215, 250, 540 Parents, 18, 38, 52, 96, 99, 112, 113, 243, 245, 277, 463, 488, 501, 502, 506, 548 Pedagogic orientations, 495, 499, 502, 510 Pedagogical content, 48 Index Pedagogical content knowledge (PCK), 5, 8, 9, 43, 50, 108, 111, 175, 197, 313, 347–381, 394, 424–427, 429, 431, 432, 457, 493, 498 Pedagogical practices, 14, 195, 207, 214, 216, 220, 278, 414 Pedagogical and professional-experience repertoires (PaP-eRs), 367 Pedagogical reasoning complexity, 396 Pedagogy of teacher educators, 16, 17, 171, 248, 293, 300, 311–337, 398, 399, 407, 409–411, 415 Peer mentoring, 255, 256, 517 Performance Assessment for California Teachers (PACT), 473 Petrarca, D., 137–139, 141–159, 161, 163–179, 427 Phronesis, 143, 320 Placier, M., 24, 405 Placier, P.L., 23–59 Planning, 40, 42, 77, 120, 157, 161, 201, 246, 257, 274, 329, 334, 359, 367, 371, 374, 389, 390, 392, 395, 410, 411, 424, 456, 461, 473, 495, 500, 501 Planning teaching, 201, 256 Poiesis, 143, 154, 161 Polanyi, M., 388 Portfolio, 99, 122, 123, 167, 178, 202, 211, 252, 330–331, 336, 472, 473 Postgraduate Certificates in Education (PGCE), 149, 150, 249, 276, 444, 469, 499 Post-modern thinking, 536, 537 Practice-Oriented Teacher Education, 142–153 Practicum, 4, 35, 72, 141, 198, 231, 273, 368, 412, 440, 458, 508 Practicum problems, 236, 259 Practicum supervision, 7, 236, 239, 251 Practitioner research, 302, 329, 458, 459 Praxis, 7, 143, 154, 161, 202 Pre-service teachers, 3, 33, 189, 231, 267, 325, 347, 391, 433 Principles of practice, 11–12, 293, 313 Problematic, 4, 8, 10, 11, 18, 52, 59, 138, 170, 204, 205, 209, 239, 240, 245, 249, 312, 334, 364, 374, 387, 397, 399–402, 405, 407, 408, 415, 470, 509, 516, 525 Problem-based learning (PBL), 155–157, 160, 178, 394 Problem-solving, 156, 368, 370, 392, 396, 440 Process of liberal education, 437 Professional accountability, 471 579 Professional development, 35, 41, 49, 58, 91, 94, 102, 111, 119, 121, 138, 153, 162, 188, 190, 193, 196, 201, 208, 216, 221, 238, 245, 247, 249, 255, 273–275, 288, 289, 301, 318, 321, 325, 326, 332, 335, 337, 391, 398, 441, 445–446, 467, 476, 491, 503, 509 Professional development schools (PDS), 253, 273, 299, 318, 515 Professional experience, 169, 173, 231, 232, 234, 242, 251, 252, 457, 468, 469, 471 Professional identity, 211, 254, 328, 334, 489, 491, 510–512 Professional knowledge, 117, 143, 197, 205, 207, 217, 247, 254, 327, 349, 359, 362, 387, 390, 432, 433, 442, 457, 466, 467, 471 Professional knowledge of teaching, 17 Professional learning, 8, 14, 157, 189, 194, 196, 198, 204, 211, 213, 215–217, 221, 232, 236, 240, 242, 247, 248, 250, 252, 253, 255, 274, 288, 301, 321, 326, 327, 391, 416, 456, 458, 464, 475, 488, 489, 491, 503, 508–510, 515 Professional learning communities (PLC), 157, 254, 288, 326 Professional learning school model, 253 Professional practice, 18, 27, 140, 193, 194, 198–202, 204, 252, 253, 387, 400, 458, 470–472, 487, 525 Professional self-conceptions, 512 Professional standards, 92, 96, 123, 145, 193, 243, 247, 424, 445, 454, 466, 467, 471–473, 550 Professionalism, 42, 112, 141, 189–196, 212, 213, 217, 220, 221, 289, 295, 297, 464, 472, 477, 495, 508, 550 Professor of Education, 45–46 Program for the Promotion of the Quality in Initial Teacher Education (INICIA), 42–44 Programa Institucional de Bolsa de Iniciaỗóo Docờncia, 206 Programme for International Student Assessment (PISA), 31, 71, 86, 97, 105, 269, 290, 453, 460, 462, 464 Progress in International Reading Literacy Study (PIRLS), 29, 31, 71, 105 Progressive era, 55–57 Project assessment, 242 Public view of teaching, Pupil achievement, 192 580 Q Quality, 3, 25, 56, 70, 140, 187, 236, 269, 315, 348, 388, 429, 453, 489, 531 Quality in teacher education, Quality teachers, 29, 44, 85, 117, 144, 187, 188, 193, 211, 289, 475, 517 R Racism, 25 Realistic approach to teacher education (RTE), 319, 320 Recruitment issues, 59 Reflection, 8, 30, 94, 138, 187, 232, 292, 319, 354, 389, 458, 489, 523 Reflection-in-practice, 402 Reflection-on-practice, 164, 402 Reflection-oriented teacher education, 161–168 Reflective, 7, 49, 73, 156, 203, 233, 318, 355, 391, 440, 458, 490, 524 Reflective digital portfolios, 161 Reflective practice, 100, 161–165, 167, 168, 203, 208, 373, 391, 399, 401, 403, 404 Reflective practices, 161, 165, 168, 500, 515 Reflective practitioner, 7, 161, 236, 399, 402, 404, 529, 534 Reflective thinking, 161 Reform, 24, 70, 137, 191, 235, 267, 388, 436, 453, 504 Reid, A., 507 Reid, J.-A., 244, 454–477 Relationship, 3, 36, 90, 138, 192, 299, 318, 348, 391, 425, 455, 489, 533 Reprofessionalize, 41 Research-based teacher education, 49–50, 175, 206, 270–271, 298–299 Rite of passage, 7, 231 Rodgers, C.R., 315, 328 Role models, 46, 249, 527, 538–541 Rollnick, M., 423–447, 468 Russell, T., 11, 15, 18, 216–218, 220, 292, 293, 312, 318, 321, 329, 331, 336, 337, 387, 398, 400, 404, 458 S Sahlberg, P., 48, 174–176, 203, 206, 237, 270, 279, 296–298, 300, 453 Sanger, M.N., 523–550 Sarason, S.B., 24, 388 Scaffolding, 9, 16, 363, 374, 379, 387, 446 Scholarship, 13, 18, 74, 76, 141, 288, 292, 298, 459, 469, 526, 527, 541 Index Schön, D., 49, 234, 251, 325, 387, 399, 458 Schön, D.A., 143, 161, 162, 316, 387, 393, 399, 401, 458 School-as-community, 546, 549 School-based programs, 148, 149, 178, 272, 293 School based supervisors, 469 School communities, 48, 244, 253, 488, 492, 502–509, 549, 550 School Direct, 143, 148–152, 276–278, 464, 465, 469 School micro-culture, 491, 506 School-centred initial teacher training (SCITT), 276, 469, 470 Schwab, J.J., 427, 428, 430, 432, 435 Science, 5, 29, 86, 145, 203, 234, 269, 323, 348, 394, 423, 491 Science education, 350, 355, 356, 366–368, 394, 425, 427, 431, 432, 437, 442, 443, 445 Secularization, 536 Segregation, 25, 27, 44, 58, 59 Self-efficacy, 246, 362, 364, 378, 489, 491, 503–505, 507, 510, 513, 528 Self-study movement, 312, 333 Sergiovanni, T., 549 Seroto, J., 23–59 Shulman, J.H., 322 Shulman, L., 444, 457, 471 Shulman, L.S., 5, 8, 17, 347–349, 388, 389, 394, 423, 424, 427, 429, 431–432, 445, 457, 498 Sim, C.R., 122 Sim, W.K., 33, 36 Singapore, 121, 187, 189, 197, 203, 211, 268, 269, 274, 275, 284–289, 359, 360, 365, 463, 491, 513 Slavery, 52 Smarter schools, 466 Social justice, 146, 159, 160, 173, 197, 209, 219, 246, 255, 269, 354, 507, 514, 517, 525 Social justice inquiry approach, 153, 159, 160, 173, 178 Social learning theory, 444, 541 Social studies, 14, 423, 528 Social tensions, 492, 502, 503 Soft skills, 436 Sophisticated knowledge of practice, South Africa, 23–59, 113, 128, 148, 189, 270, 271, 295, 296, 423–447, 468, 490, 491, 510 Specialized content knowledge (SCK), 351, 445, 493 Index Standardisation, 453, 462, 464 Standards, 5, 13, 42–44, 54, 56, 58, 90, 96, 101, 107, 114, 122, 145, 150, 151, 159, 163, 164, 168, 175, 189, 192–196, 199, 209, 211, 218, 220, 237, 242, 243, 252, 254, 269, 270, 278, 281, 282, 295–296, 333, 336, 460, 462, 464, 466, 467, 472–474, 504, 505, 528, 531, 540, 542, 543, 546, 550 Standards of education, 36, 148, 192 Standards statements, 269, 295 Starratt, R., 549 Static PCK, 376–377 Structure of teacher education, 69–77, 80–82, 84–130, 291 Student learning, 4, 49, 144, 147, 156, 175, 176, 179, 188, 239, 268, 271, 311, 312, 323, 326, 347, 348, 351, 352, 355, 365, 367, 369, 370, 378, 381, 389, 391, 394, 396, 412, 442, 455, 458, 464, 472, 473, 475, 477, 492–502, 509, 526 Student of teaching, 7, 16 Student teachers, 14, 32, 35, 45, 48, 50, 90, 121, 155, 161, 189, 193–194, 198, 200, 201, 204–209, 211, 213–218, 221, 234, 238, 248, 250, 258, 270, 273, 276, 277, 279, 287, 290, 291, 293, 298, 318–324, 326, 328–332, 335–337, 363, 373, 397, 398, 406, 437, 438, 456, 469, 470, 473, 529, 537 Student teaching, 41, 43, 231, 232, 234, 252, 282, 321, 326, 330, 373, 434, 462, 468, 469 Subject knowledge, 97, 138, 144, 146, 198–201, 208, 218, 221, 268, 272–273, 277, 278, 297, 394, 436, 494, 495, 497, 498, 505 Subject matter knowledge (SMK), 10, 29, 138, 170, 171, 322, 347–349, 351–354, 356–369, 371–373, 376, 377, 379, 381, 396, 398, 423–447, 465 Subject matter study, 437 Subject-matter teaching, 491–502, 511 Substantive knowledge, 394, 427, 435 Support structures, 510, 514–516 Syntactic knowledge, 394, 427, 428, 432 T Talk aloud approach, 407, 408 Taylor, C., 465 Taylor, J., 424 Taylor, N., 29, 30 Taylor, S., 30 581 Taylor, W., 33, 36 Teach first, 70, 100, 276, 465, 469 Teach for America (TFA), 81, 146–148, 272, 283, 465 Teacher characteristics research, 455 Teacher dispositions, 525 Teacher education, 3, 23, 69, 137, 187, 231, 267, 311, 348, 387, 423, 453, 487, 523 Teacher Education Act, 47, 117 Teacher education as a moral endeavor, 523–550 Teacher education as training, 454, 456, 477 Teacher education history, 31 Teacher Education Ministerial Advisory Group (TEMAG), 4, 461 Teacher education policies, 95, 97, 453, 454, 464, 475 Teacher educator identity, 12, 13 Teacher educators, 6, 23, 70, 138, 189, 232, 267, 311, 364, 391, 425, 455, 514, 525 Teacher efficacy, Teacher identity, 7, 11, 213, 221, 327–329, 510, 512 Teacher learning, 138, 170, 211, 220, 244, 248, 256, 274, 312, 314, 321–323, 334, 444, 456, 477, 500, 516 Teacher Performance Assessment (TPA), 473 Teacher professional knowledge and skill, Teacher professional learning, 4, 488, 492, 503 Teacher professionalism, 189–196, 212, 213, 217, 220, 221, 289, 462, 538, 549 Teacher quality, 29, 31, 33, 36, 59, 71, 82, 84, 90, 116, 117, 122, 142, 187, 192, 210–212, 281, 287, 453, 463, 474 Teacher Quality National Partnership (TQNP), 466 Teacher readiness, 469 Teacher thinking, 390–392, 400 Teacher training, 7, 25, 27, 33, 34, 37, 46, 47, 55, 88, 90, 103, 106, 109, 112, 119, 127–129, 143, 146, 149–151, 166, 179, 238, 260, 270, 276–278, 281, 289, 314, 427, 455–457, 459 Teachers colleges, 55, 117, 290, 427, 458, 460 Teachers’ disciplinary knowledge, 429 Teachers matter, 187, 487 Teachers’ thinking, 5, 49, 406, 456, 499, 500 Teaching, 3, 23, 73, 138, 187, 231, 268, 311, 348, 387, 423, 453, 487, 523 Teaching and Learning International Survey (TALIS), 71, 105, 274, 296, 488, 515 Teaching as a reflective activity, 458 Teaching career, 6, 7, 166, 259, 260, 411 Teaching communities, 191, 492, 502, 503 582 Teaching effectiveness, 455, 457 Teaching-learning process, 314, 509, 511 Teaching Scotland’s Future, 194 Technical-rationality, 190, 199, 203, 234, 316, 550 Technology, 30, 34, 41, 50, 150, 163, 190, 192, 196, 212, 219, 256, 286, 298, 314, 323, 394, 456, 491, 505, 508, 512, 528 The importance of teaching, 194, 370 The integrated model, 76, 199 The matrix model, 76, 77 Theoretical knowledge, 11, 154, 205, 241, 323, 331, 397 Theories, 79, 118, 141, 144, 155, 175, 234, 246, 316, 321, 324, 396, 397, 428, 432, 447, 458, 470, 517, 526, 530 Theory-informed practice, 233 Theory-oriented teacher education, 153–168 Theory and practice, 6–9, 18, 55, 97, 152, 158, 161, 162, 171, 176, 178, 188, 193, 194, 197, 200, 202–205, 208, 209, 216–218, 221, 231, 237, 239, 252, 259, 273, 299, 313, 316–320, 329, 391, 397, 423, 428, 468, 475 Theory-practice connection, 258, 273, 299–300 Theory-practice divide, 6–8, 12, 153, 203, 205, 217, 236–239, 251, 468 Tips and tricks, 10 Tirri, K., 23–59, 174, 220, 534 Tom, A., 74, 459 Tom, A.R., 317, 320, 392 Topic Specific Pedagogical Content Knowledge (TSPCK), 437 Training, 4, 25, 86, 143, 188, 233, 270, 314, 352, 391, 426, 454 Transferable skills, 436 Transmission models of instruction, 155 Transmissive teaching, 3, 4, 18 Trends in International Mathematics and Science Study (TIMSS), 29, 31, 105 Tripp, D., 397 Tripp, D.H., 458 Twitter, 257, 258 U UNESCO, 71, 87, 107, 113, 120, 148 University advisor, 236, 239, 242, 254, 258 Index University-based supervisors, 374, 375 university-school partnerships, 202, 205, 211 Uno Cygnaeus, 46 US Department of Education, 461, 465 V Value-added modelling, 464 Value clarification approach, 530 Value communication, 531 Values, 6, 34, 71, 155, 187, 232, 268, 315, 347, 389, 431, 457, 506, 524 Value transfer, 529 van Driel, J., 347–380 van Driel, J.H., 348, 350, 366, 367, 378, 392, 425, 457 van Manen, M., 458 Variations in Teachers Work, Lives and Effectiveness (VITAE) project, 476 Vasquez Heilig, J., 465 Veenman, S., 250, 316, 487 Vieira, F., 188, 199, 200, 202–204, 206, 207, 215–217 Virtues, 14, 79, 101, 237, 533, 538 Visual teacher learning, 323 W Walker, J., 290, 463 Walker, L., 524, 541 Wenger, E., 234, 326, 508 White teacher education, 26, 27 White, S., 231–260, 274, 275 Wideen, M., 311, 316, 317, 321, 405 Wideen, M.F., 74, 144 Wisdom of practice, 5, 388, 408 World Bank, 24, 71, 107 World War II, 32, 46–47, 50, 55, 115, 120 Z Zeichner, K., 56, 138, 139, 143, 154, 163, 165–168, 178, 179, 196, 200, 202, 209, 218, 220, 232–236, 238, 239, 244, 251, 259, 260, 273, 283, 312, 316, 319, 321, 333, 391, 400, 426, 458, 459, 462, 466, 471–475, 477, 525 Zeichner, K.M., 7, 12, 14, 49, 72, 138, 162, 235, 317, 326, 332, 336, 398 ... of student teacher dilemmas Australian Journal of Teacher Education, 39(2), http://dx.doi.org /10 .14 2 21/ ajte .12 0 14 v14239n14222 .14 210 Cheng, M M H., Tang, S Y F., & Cheng, A Y N (2 012 ) Practicalising... School of Education University of Kansas Lawrence, Kansas, USA ISBN 978-9 81- 10-0364-6 ISBN 978-9 81- 10-0366-0 DOI 10 .10 07/978-9 81- 10-0366-0 (eBook) Library of Congress Control Number: 2 016 938695.. .International Handbook of Teacher Education John Loughran • Mary Lynn Hamilton Editors International Handbook of Teacher Education Volume Editors John Loughran Faculty of Education