International handbook of teacher education volume 2

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 978-981-10-0367-7 ISBN 978-981-10-0369-1 DOI 10.1007/978-981-10-0369-1 (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 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 v vi 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 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 vii viii 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 Part III Teacher Educators Volume through Parts I and II of the Handbook of Teacher Education has illustrated a progression from an exploration of the complexities of teaching and teacher education to an examination of the knowledge and practice of teacher education In so doing, the focus has sharpened to create a strong and concentrated look at possible understandings of teaching and teacher education In this volume, Part III opens up for consideration teacher educators, their many possible roles in the preparation of teachers and their approaches to inquiry The section continues to pursue issues from an international perspective which is particularly important in challenging notions that teacher educator identities are universal in nature This section is designed to engage the reader in a deep consideration of teaching and teacher education and support the uncovering of new ways to ponder and articulate such understandings 528 Author Biographies 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 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 Author Biographies 529 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 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 Valparaíso, 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 530 Author Biographies 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 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 Abstractionist ontology, 188, 193, 223 Academic sub-tribes, 200 Academy, 60, 171, 175, 192, 194, 197, 201, 367, 387 Achievement goal theory, 276, 283, 291–292 Action research, 13, 47, 90, 93, 96–98, 123, 165, 175, 181, 186, 216, 219, 259, 263, 312–323, 336, 381, 387–400, 449, 486–488, 490, 491 Actor, 83, 191, 224, 266, 411, 422, 440, 507, 512 Administrators, 12, 13, 16, 18, 22, 129, 175, 205, 259, 297, 305, 316, 319, 329, 331, 334, 335, 337, 340–343, 489 Africa, 108, 199, 200, 309, 361, 465, 471, 487, 506 Agencement, 359 ALACT, 94, 407 Alternative conceptions, 152, 153 Altruistic, 283, 285, 287, 368 American Educational Research Association (AERA), 3, 98, 106, 245 Analytic framework, 86 Appeasement vs engagement, 151 Appiah, K., 203 Apprenticeship of observation, 145, 149–150, 152, 155, 156, 159, 365, 383, 435, 439 Arizona, 8, 245, 466 Arizona Group, 182, 185, 201, 202, 394 Artifacts, 88, 95 Asia, 326, 361, 506 Asian/Pacific Islander students, 366 Assemblage, 359, 365, 369, 370, 372 Assessment(s) regimes, 294 of teacher learning, 112 tools, 124, 321, 391, 419, 423 Attractiveness of teaching, 276–280 Authority of position, 172, 397 Autobiography, 27, 181, 219 Autoethnography, 181, 186, 219 Autonomous motivation, 292, 293, 342, 343 Axiological dissonance, 154 B Bachelor of Education (B.Ed program), 158, 361 Bakhtin, K.K., 244, 356 Bangou, F., 359 Banking model, 78 Barriers, 109, 114–116, 132–134, 144, 145, 149, 150, 153, 155–157, 168, 210–213, 249, 329, 331, 332, 474, 475 Becoming a mentor, 107, 109, 120–124, 132, 135 a teacher, 46, 50, 63, 64, 122, 160, 182, 213, 282, 353–358, 360, 365, 369, 371, 372, 395, 419, 429–455 Beginning teachers, 21, 27, 35–64, 109, 110, 114, 118, 126, 127, 171, 172, 184, 187, 201, 211, 213, 253, 256, 257, 276, 284, 286–291, 354, 371, 488, 490 Being a mentor, 107–113, 135 Belgium, 35, 283, 362, 417, 504, 513, 514 © Springer Science+Business Media Singapore 2016 J Loughran, M.L Hamilton (eds.), International Handbook of Teacher Education, DOI 10.1007/978-981-10-0369-1 531 532 Beliefs, 6, 8, 13, 14, 18, 27, 37, 38, 76, 78, 83, 94, 96, 114, 115, 126, 130, 133, 153, 154, 157, 159, 164, 165, 167, 171, 173, 174, 184, 186, 189, 190, 196, 200, 202, 203, 205–208, 212, 214, 217, 218, 225, 248, 257, 276, 284–287, 290, 293, 294, 305, 307, 313, 324, 326, 332, 362, 367, 368, 382, 383, 387, 395, 399, 432, 435, 436, 439–443, 445, 450, 473, 488, 509 Berry, A., 41, 53, 54, 131, 195, 210, 215, 223, 324, 382, 419, 484 Best practices, 6, 9–10, 86, 87, 89, 156, 174, 176, 185, 188, 252, 310, 358, 364, 396, 481, 482, 492 Biographical, 48, 365, 435–437, 439, 441, 443, 450, 481 Biography, 27, 181, 191, 219, 364–369, 393, 438, 442, 445, 480 Bourdieu, P., 39, 51, 216, 258, 437 British Government, 363 Brophy, J., 6, 8, 13, 28 Brubaker, N., 193, 196, 223 Brunei, 283 Bullock, S., 48, 53, 194, 208, 211, 355, 361, 379–401 Busyness of classrooms, 175 C Cameroon, 283 Canada, 27, 42, 43, 46, 48, 56, 57, 61, 108, 127, 217, 281, 283, 319, 361, 367, 411, 433, 434, 437, 478, 490, 511, 514 Career development, 288, 289, 291 mentoring, 295 options, 282 Caribbean, 283 Carnegie Program, 22 Carnegie Program on the Education Doctorate (CPED), 22 Categories, 14, 95, 106, 107, 109, 127, 135, 184, 207, 208, 218, 219, 312, 325, 416, 473, 506, 510 Centre for Research on Teacher Education and Development, 12 Challenge, 13, 28, 72, 81, 108, 109, 113, 116, 117, 120, 121, 123, 124, 128, 130, 144, 146, 147, 150, 152, 154, 156, 162, 163, 167, 173–176, 193, 203, 242, 252, 255, 257, 258, 262, 263, 265, 284, 305, 306, 308, 315, 317, 324, 325, 329, 339–342, 357, 370, 380, 395, 396, 398, 408, 423, 445, 449, 450, 468, 471, 479, 487–491, 493, 509 Index Chan, C., 208, 216 Chan, E., 3–28, 216 Chan, K.W., 282 Chemistry, 281, 442 China, 108, 111, 286, 287, 294, 362, 480, 504, 506, 511, 514 Chubbuck, S.M., 369, 463–493 Claims, 43, 45, 94, 121, 187, 197, 199, 219, 243, 254, 336, 339, 406, 423, 430, 438, 440, 452, 453, 475, 508 Clandinin, D.J., 4–12, 14–20, 22, 24, 25, 183, 186, 188, 189, 192–194, 197, 200, 214, 217, 219, 380, 385, 387 Classroom management, 125, 158, 330, 331, 387, 445, 451, 453 teacher, 3, 109, 113, 290 Classroom-based mentor teachers, 362 Cochran-Smith, M., 13, 41, 47, 49, 53, 72, 85–87, 90, 93, 96, 97, 99, 133, 134, 152, 170, 182, 184, 193, 194, 199, 215, 216, 218, 219, 248–252, 254, 260, 266, 305, 312–314, 355, 366, 368, 406–408, 413, 422, 423, 463, 467–471, 473, 474, 477–479, 481–483, 486–491 Cognition, 297, 432, 433, 449, 454 Cognitive challenge, 108 Cognitive coaching model, 126 Cognitive complexity, 114 Cognitive dissonance, 153, 208 Collaborative, 12, 48, 57, 60, 64, 72, 92, 114, 118, 119, 123, 125, 128, 131, 132, 210, 212, 214, 216, 242, 255, 294, 311, 316–321, 323, 325–328, 332, 333, 337, 338, 343, 381, 388, 395, 398–401, 440, 441, 481, 485, 488–490, 492 Colleges of education, 200, 361, 511 Collegial relationships, 113, 213 Commitment, 8, 10, 11, 18, 39, 40, 50, 60, 73, 74, 77–79, 82, 88–90, 93, 94, 96, 97, 110, 115, 116, 118, 126, 167, 185, 186, 189, 190, 194, 202–204, 206, 207, 216, 224, 242, 243, 259, 261, 262, 276, 277, 280, 286, 288, 293–296, 318, 320, 322, 334, 336–338, 341, 342, 362, 393–395, 397, 436, 440, 445, 474, 484, 489, 491 Commonplaces, 18–22 Communicate, 21, 74, 76, 98, 196, 205, 382, 384, 416 Communication, 109, 111, 115, 134, 198, 261, 322, 338, 408, 417, 418, 452 Competence, 60, 115, 119, 127, 129, 198, 291, 292, 294, 341, 342, 379, 411–418, 438, 445, 447, 468, 482, 483, 485, 509 Competencies of mentors, 109 Index Complex/Complexity, 17, 25, 27, 39, 53, 55, 57, 59, 62, 63, 71, 73, 79, 80, 82, 96, 120, 122, 126, 132, 134, 143–177, 182, 189, 196, 198, 211, 214, 240, 243–245, 252, 254, 263, 265, 266, 281, 293, 294, 296, 322, 323, 340–342, 354, 355 Complexivist philosophy, 353, 356 Computer sciences, 279 Conceptions, 5, 6, 13, 15, 86, 87, 111, 114, 116, 144, 152, 153, 155, 171, 173, 185, 188, 189, 218, 219, 240, 249, 259, 308, 312, 316, 317, 353, 364, 365, 372, 384, 392, 399, 408, 475, 486, 507 Conceptual, 18, 53, 79, 105, 106, 117, 118, 133, 147, 153, 164, 174, 206, 210, 216, 220, 224, 254, 316, 372, 435, 449, 485, 504, 507, 509 Conceptual analysis, 153, 507 Confidence, 7, 39, 53–55, 57, 58, 80, 110, 119, 125, 127, 172, 209, 210, 214, 223, 293, 296, 321, 332, 341, 439, 441–443, 445, 447, 487 Conflicts, 109, 111–115, 118, 120, 122, 132–134, 150, 190, 202, 212, 225, 259, 322, 331, 356, 385, 386, 395 Conformity, 6, 8–9, 40, 450 Connective tissue, 147 Connelly, F.M., 4–6, 9, 11, 12, 14–16, 18–20, 22, 25, 183, 188, 192, 197, 380, 385, 387 Content, 6, 9–10, 14, 25, 35, 44, 54, 82, 88, 94, 107, 112, 123, 126–128, 147, 158, 159, 162, 170, 187–190, 197, 201, 203, 205, 221, 252, 264, 281, 296, 311, 319, 327–332, 361, 382–384, 405, 408, 413, 416, 417, 420, 421, 435, 442–443, 445, 448, 453, 467, 482, 484–486, 489, 492, 504–506, 508–510, 512 Content knowledge, 6, 9–10, 14, 44, 54, 127, 162, 190, 219, 327, 332, 382–384, 408, 453, 484 Context, 4, 37, 74, 105, 145, 181, 240, 276, 307, 353, 379, 407, 430, 463, 504 Context of mentoring, 107, 109, 122, 127–131, 135 Contextual-awareness, 94 Contextual dissonance, 154 Controlled motivation, 292, 342 Core reflection, 90, 93–94, 98 Correa, 356, 371 Country, 42, 59, 93, 107, 108, 126, 184, 194, 195, 201, 226, 263–266, 276, 279, 281, 287, 296, 310, 464, 471, 504, 506, 513, 514 533 CPED See Carnegie Program on the Education Doctorate (CPED) Craig, C., 6, 11, 20, 131, 183, 186, 194, 206, 215, 226, 436, 439, 504, 511 Craig, E., 144, 277, 281 Critical feedback, 112, 113, 450 Critical friendship, 214 Critical reflection, 76, 77, 79, 83, 86, 88, 485, 490 Critical theorists, 83 Croatian, 286 Cultural backgrounds, 11, 15, 20 Cultural complexities of learning to teach, 353 Cultural constructions, 372 Culturally-relevant curriculum, 23 Culture in the curriculum, 10, 16 Curricular choices, 6–7 Curriculum interviews, 95 and policy, 358 Cycle of reflection, 75 D Darling-Hammond, L., 35, 144–146, 150, 153, 156, 167, 169, 171, 172, 176, 182, 183, 196, 197, 294, 309–311, 328, 362–365, 367, 369, 380, 383, 385, 405, 413, 478, 479, 483, 490, 504 Davey, R., 35, 41, 46, 50, 52, 181–227, 505 Debates, 150, 244, 245, 247, 250, 251, 260, 263, 276, 361, 423, 431, 447, 475 Decentre, 364 Decision making, 14, 119, 120, 162, 170, 172, 188, 197, 210, 224, 258, 293, 356, 391, 407, 453, 481, 488 Deep knowledge, 149, 252 Definitions, 4, 5, 36, 41–47, 53, 72–89, 99, 100, 105, 111, 116, 144, 176, 196–202, 206, 207, 212, 244–247, 251, 252, 263, 264, 266, 314, 317, 323, 388, 391, 409, 415, 431, 437, 438, 452, 454, 464, 470, 477, 488, 503, 504, 506–507, 509 Deleuze, G., 353, 356–360, 364 Democracy, 72, 74–76, 82, 83, 85, 94, 100 Descriptive data, 107 Desisters, 289, 290, 296 Dialogical, 97, 449 Dialogue, 77–79, 84, 91–93, 99, 110, 123, 125, 127, 131, 132, 181, 183, 191, 206, 218, 220–223, 261, 265, 284, 323–325, 332, 338, 354, 360, 400, 413, 415, 421, 451, 469, 470, 473, 474, 476, 489, 509 534 D-identities, 210 Digital coding, 107 Dilemmas, 71, 80, 81, 89, 115, 130–133, 201, 213, 223, 243, 259, 260, 369–371, 385, 415, 473 Dinkelman, T., 48–52, 54, 57, 198, 208, 209, 211, 217, 398 Direct entry, 361 Directive listening, 116 Directorate for Education, 280 Discrepancy, 225, 288, 398, 418 Disequilibrium, 369–371 Dispositions, 10, 62, 71, 78, 98, 100, 124, 154, 157, 248, 250, 307, 332, 336, 357, 367, 394, 416, 418, 420, 422, 454, 473, 475–484, 486, 488, 490, 492, 493, 511 Diverse backgrounds, 21, 23 Doctoral student, 3, 7, 12, 48, 53, 54, 57, 58, 214 Donald Schön, 79–80 Dorothy, 209 Doyle, W., 14, 355 Drift, 145, 153–154 Dynamic, 96, 164, 194, 220, 240, 258, 353, 355–359, 372, 408, 423, 432, 437, 446, 454, 508 E Early childhood teaching, 280 Early-start programmes, 363 Eclectic, 225, 356 Educational assemblage, 359 Educational experience, 131, 185, 186, 326, 487 Educational reforms, 72, 174, 294, 309, 359 Educational researcher, 13, 105, 429, 472, 512 Educational Resources Information Center (ERIC), 106, 431, 464 Educational vision, 111, 113 Education and Training Policy Division, 280 Education reforms, 3, 216–218, 247, 250, 264, 355, 405 Educative, 73, 81, 110, 118, 148, 167, 186, 194, 221, 227, 242, 256, 310, 334, 383 Educators, 3–28, 35–64, 71, 112, 143, 181–227, 242, 275, 306, 354, 379, 406, 431, 465, 503 Elbaz, F., 7, 11, 27, 197 Elusive, 27, 113, 145, 147, 148, 169, 171, 176 Embodied knowing, 6, 15, 188–190, 225 Embodied knowledge, 5, 190, 221 Embodied practical knowing, Emotion, 94, 100, 190, 196, 206, 224, 296, 297, 369, 429–452, 454, 507 Index Emotional exhaustion, 119, 120, 293, 294 Emotional geographies, 207 Emotional support, 108–111, 113–116, 292, 447 Empathic, 116 Empirical, 36, 46, 47, 63, 86, 88, 93, 105, 118, 144, 191, 207, 209, 210, 218, 221, 226, 248, 281, 282, 284, 294, 295, 368, 382, 429, 430, 463, 477 Enactment, 8, 13, 38, 54, 86, 145, 146, 150–152, 156, 184, 185, 190, 216, 217, 223, 224, 251, 380, 423 Epistemic, 191 Epistemological stance, 4, 6, 18 Epistemology, 4, 13, 146, 174–175, 188, 191, 218, 223, 354, 359, 371, 379, 381, 383, 384, 386, 388, 390, 392, 395, 396, 398, 400 ERIC, 106, 431, 464 Estonian, 286 Ethical, 19, 83, 87, 125, 131, 132, 185, 186, 189, 203, 322, 358, 412, 436, 439, 453, 473 Europe, 39, 199, 217, 255, 309, 310, 326, 361, 407, 472, 478, 505, 506, 512 Expectancy-value achievement motivation theory, 284 Expectancy-value theory (EVT), 283, 284 Experiential activities, 370 Experiential learning, 73, 407 Expertise, 41, 55, 60, 62–64, 92, 110, 118–122, 126, 131, 210, 214, 215, 241, 258, 260, 287, 294, 306, 307, 329, 358, 372, 400, 418, 435, 438, 446 Experts, 4, 27, 44, 54, 55, 60, 63, 64, 80, 82, 86, 87, 109, 113, 121, 122, 125, 126, 146, 152, 172, 211, 219, 256, 285, 286, 320, 324, 329, 353, 358, 384, 385 Expert teachers, 27, 87, 109, 113, 353 Extrinsic motives, 283 F Factors Influencing Teaching (FIT-Choice), 113, 275–297 Factual data, 107 Faculty liaisons, 166 Faculty supervisor, 145, 157, 164–166, 169, 176 Fallback career, 285–289 Feedback, 57, 90–93, 109, 112, 113, 125, 128, 148, 152, 153, 161, 164, 169, 171, 172, 252, 260, 294, 324, 328, 333, 379, 383, 410, 414, 415, 418, 419, 430, 447–450 535 Index Feedback dialogue, 91, 92 Feldman, A., 186, 206, 215 Feminization, 276 Fenstermacher, G.D., 14, 144, 184, 188, 190, 197, 205, 224 Fiasco, 196, 209 Finland, 39, 108, 125, 278, 281, 319, 334, 339, 417, 437 Focus group, 157, 159–161, 163, 168, 320 Formal, 14, 42, 43, 48, 56, 58, 60, 61, 98, 110, 112, 115, 116, 123, 124, 129, 131, 132, 160, 161, 165, 173, 175, 199, 203, 205, 211–213, 224, 242, 256, 260, 309, 311, 315, 322, 324, 330, 337, 357, 362, 368, 372, 379, 397, 415, 418, 419, 422, 437, 440, 448, 451 Frameworks, 4, 5, 12–15, 18, 19, 24, 26, 39, 59, 74, 86, 87, 91, 94, 114, 118, 119, 121, 123, 128, 134, 135, 186, 208, 211, 243–246, 248, 249, 254–256, 260, 262, 266, 276, 284–286, 292, 316, 355, 360, 367, 390, 392, 393, 412, 413, 417, 423, 435, 436, 439, 473, 474, 477–482, 485, 492, 512 Framing, 74, 89, 244, 247, 252, 254, 372, 381, 382, 386–400, 472, 474 France, 108, 118, 119, 282, 283 Freedom, 72, 82, 83, 85, 88, 101, 370, 450 Fruitful, 93, 183, 190, 222 Fundamental ideas, 86, 89 Future teachers, 43, 149, 160, 186, 187, 189, 197, 203–205, 214, 219, 221, 227, 241, 242, 250, 255–257, 259, 260, 262, 263, 266, 275–297, 367, 381, 395, 398, 405, 420, 421, 423, 436, 439, 454, 474, 480 Future Teachers Academy (FTA), 367 G Garbett, D., 353–372 Generalizable, 6, 9, 13, 99, 193, 194, 218, 222, 226, 477 German, 119, 279, 286, 287 Goal Orientation for Teaching, 291 Goodlad, J.I., 147 Good teaching, 92, 143, 144, 167, 258, 354, 439, 442, 486 Graduating Teacher Standards, 366 Grimmett, P.P., 14, 81, 384, 387 Grossman, P.L., 9, 10, 14, 38, 129, 131, 250, 251, 419, 423, 490 H Habit of mind, 87, 89, 307, 395 Habitus, 39, 51, 216, 258, 437 Hamilton, M.L., 11, 19, 20, 36, 46, 47, 49, 51, 53, 98, 99, 150, 181–227, 314, 355, 393, 398, 400, 429, 436, 437, 439, 453, 503–514 Health and wellbeing, 295, 297 Hermeneutic circle, 21 Hidden professionals, 198, 217 Hierarchical linear modelling, 296 Higher education, 35–64, 105, 175, 192, 207–209, 211, 217, 246, 255, 283, 312, 330, 413, 421 High-stakes testing, 264, 343, 355 Holistic, 6, 9, 10, 187–189, 201, 223, 444, 464, 469, 477, 480, 483, 490–493 Hong Kong, 7, 27, 28, 129, 211, 216, 278, 282, 449 Huberman, M., 284, 295 Humanization, 77 Hutchinson, D., 353–372 Hypotheses, 74, 315 I Idealistic motivations, 290 Identifying as teacher educator, 196–202 Ideologies, 45, 111, 248, 355, 493 Idiosyncratic, 113 I-identities, 210 Image, 7–9, 12, 151–153, 159, 167, 204, 212, 280, 393, 439, 443 Image as a knowledge construct, 12 Imagine, 84, 88, 94, 101, 152, 158, 185, 193, 225, 226, 367, 473, 511 Imagining, 100, 183, 185, 220 Implications, 46, 55, 72, 75–76, 78–79, 81–82, 84–85, 87–88, 99–100, 107, 111, 113, 114, 116–117, 120, 123–124, 128, 130–131, 155, 162, 184, 194, 253, 266, 296, 307, 362, 468, 470, 473–474 India, 362, 506 Indonesia, 276, 278, 283 Induction, 36, 37, 46, 49, 55–64, 106, 107, 109, 114, 115, 118, 121, 123, 124, 126–128, 131, 132, 147, 156, 170, 198, 208–215, 368, 420, 421, 512 Informal, 16, 57, 58, 61, 110, 114, 118, 124, 129, 131, 132, 175, 211, 213, 258, 309, 321, 322, 324, 335, 337, 338, 419, 422, 451, 480 536 Initiative, 16, 17, 59, 111, 117, 118, 130, 159, 163, 214, 241, 258, 260, 261, 279, 310, 311, 315, 327, 334, 339, 362, 367, 369, 389, 423, 480 Inquiry as stance, 85–87, 99 Inquiry communities, 87, 100, 314, 486 In-service education, 106, 122, 126, 130, 311, 319 Inspectors, 109 Institutional boundaries, 195, 204, 205 Institutionalised austerity, 192 Instructional practices, 291, 293, 295, 370 Integration, 144, 146–148, 173–174, 244, 297, 365, 418 Integrative summaries, 88–89, 96 Intellectualizing, 74 Intelligent action, 74 Internalisations, 191 Internet, 99 Internship, 106, 118, 433, 436, 437, 440, 444–446, 451 Intervention, 26, 96, 110, 115, 156, 241, 275, 277, 309, 310, 318, 331, 393, 400, 430, 452, 479–481, 492 Intimate scholarship, 181–227 Intrinsic value, 162, 284, 286, 287, 289, 290, 398 Intuitive knowing, 89 Ireland, 39, 217, 286, 361 Israel, 27, 46, 56, 61, 108, 110, 111, 116, 119, 121–123, 125–127, 199, 200, 416, 511, 514 Iteration, 196, 252, 359 Izadinia, 35, 41, 208, 212, 213 J Jamaica, 283 Japan, 108, 266, 278, 280, 281, 294, 325–328, 331–335, 509, 511 Job security, 42, 283, 285–288, 368 John Dewey, 73, 82 Judgment, 3, 72, 86, 95, 96, 112, 125, 128, 175, 194, 202, 212, 225, 313, 384, 440, 453 K Kemmis, S., 97, 315, 360, 388, 481, 487 Knowing, 3–13, 15, 18, 20, 24, 62, 75, 81, 87, 89, 99, 113, 114, 116, 155, 175, 183, 186–196, 198, 201–204, 206, 210, 213, 216, 218–227, 258, 306, 307, 354, 368, 369, 381, 382, 384, 386, 393, 397, 398, 400, 508 Index Knowing-in-practice, 81 Knowledge base, 11, 26, 36, 39, 40, 52, 53, 55, 63, 121, 155, 176, 191, 193, 209, 212, 321, 365, 380, 382–384, 397, 485, 505, 510 building, 57, 90, 92, 93 development, 48, 107, 109, 120–124, 132, 135 integration, 146, 173–174 of teaching, 13, 41, 53, 59, 98, 131, 149, 157, 219, 380, 382–387, 391, 394, 396, 413 Knowledge-for-practice, 86, 87 Knowledge Forum, 92, 93 Knowledge-in-practice, 86 Knowledge-of-practice, 86, 87 Korthagen, F.A.J., 36, 39–41, 90, 93, 94, 98, 111, 125, 127, 131, 146, 147, 184, 197, 368, 407, 418, 419 L LaBoskey, 11, 13, 71–101, 185, 186, 216, 355, 393, 394, 397, 450 Ladson-Billings, 10, 197, 244, 245, 466, 470, 472, 477, 478, 482–484, 486 Landscape, 9, 20, 24, 39, 183, 202, 215, 216, 342, 360, 364, 385, 392, 397, 464, 504 Languages, 7, 15, 28, 50, 77, 105, 106, 111, 117, 122, 150, 188, 198, 211, 212, 216, 221, 222, 244, 248, 250, 251, 253, 255, 258, 265, 267, 277, 279, 281, 284, 289, 338, 354, 365, 368, 372, 408, 421, 435, 451, 478, 484, 509, 510, 513, 514 Learner, 9, 12, 14, 38, 53, 58, 61, 64, 71, 73–75, 77, 78, 82, 89–93, 99, 111, 121, 144, 147, 159, 166, 167, 171, 173, 197, 265, 332, 361, 365, 366, 383, 384, 387, 392, 395, 409–411, 419 Learner-focused pedagogy, 14 Learning, 10, 36, 62, 73, 109, 132, 143, 160, 203, 248, 297, 306, 323, 335, 356, 363, 406, 409, 415, 430, 448, 468, 490 Learning by doing, 59, 73, 386 Learning to teach, 54, 114, 116, 117, 119, 120, 128–130, 143–155, 157–159, 161, 164, 165, 168–173, 175, 176, 184, 193, 305, 353, 357, 365, 379–383, 385, 387, 394, 396, 397, 436, 437, 444, 445, 452, 454, 455 Lectures, 43, 90, 143, 159, 173, 176, 362, 372, 384, 417 Leithwood, 276, 294 Index Liberation, 76, 77 Linear, 296, 353, 356, 366, 369, 512 Lines of inquiry, 93 Listening, 9, 77, 116, 125, 128, 145, 147, 166–168, 172–175, 386, 451, 503 Literacy, 78, 117, 122, 219, 316, 319, 321, 361, 411, 416, 419, 421, 483, 484 Lived experience, 13, 14, 78, 95, 97, 182, 190, 245, 254, 371, 372 Living theories, 13 LLBA, 106, 107 Local variation, 194–196, 225 Longitudinal, 47, 48, 63, 208, 210, 219, 284, 288, 296, 366, 481, 492, 493 Loughran, J., 36, 39–41, 47, 48, 52–54, 59, 98, 150–153, 166, 184, 197, 198, 200, 207, 315, 355, 382, 384, 387, 393, 419, 455, 503–514 Lytle, 13, 72, 85–87, 90, 93, 96, 97, 99, 312–314 M Mandarin, 286 Mandated mentoring, 130 Marginalized, 130, 251, 254, 263, 354, 385, 488 Marilyn Cochran-Smith, 85–86, 406, 467 Martin, A.K., 143–177 Mastery, 291, 292, 422, 436, 449, 489 Mathematics, 3, 117, 119, 127, 129, 186, 193, 196, 277, 279–281, 330, 336, 390, 398, 441–443, 484, 509 Mauro, 370, 371 Maxine Greene, 82–83 McTaggart, 97, 388 Mediators of knowledge, 109 Meditation, 90, 95 Mentees, 106, 109, 110, 112, 114, 116–120, 132–134 Mentoring, 44, 105, 129, 134, 209, 217, 295, 452, 511 Mentoring relationships, 107–110, 112–116, 118, 132, 134, 135, 452 Mentorship, 115, 253 Mentor teacher, 114, 125–127, 129, 130, 145, 148, 157, 159, 163, 164, 168, 169, 172, 176, 177, 362, 379, 436 Merleau-Ponty, 188, 190 Metacognition, 146, 158, 171–173 Metacognitive analysis, 172–174 Meta-reflection, 93 537 Methodological, 49, 63, 106, 133, 218, 219, 259, 276, 295–297, 389, 431, 440, 465, 477, 481, 482, 486, 496 Methodologies for inquiry, 181 Milieus, 6, 8–9 Mindsets, 165, 173, 174, 214, 369 Mind the gap, 150 Mini-lessons, 221 Ministry of Education, 112, 113, 318, 319, 321, 408, 415, 419 Mishler, 99, 226 Mission statement, 56, 147, 250, 367 Modeling, 71, 119, 120, 158, 159, 418–420 Models of reflection, 85, 89–100 Modernist research, 222 Moral agency, 85, 475 Moral imperative, 97 Motivated, 11, 119, 173, 277, 280, 288–290, 294, 316, 326, 368, 440, 441, 450, 454 Motivation, 78, 276, 279, 283–286, 291–297, 342, 395, 406, 435, 436, 440, 443, 445, 454 Motivational theories, 283, 284, 294, 295 Multidimensional, 284–286, 294, 355, 357, 470, 474, 476 motivational framework, 286 scale, 284, 467, 483 Multiple perspectives, 72, 82, 84, 87, 89, 92, 99, 255, 467, 483 Murphy, 17, 20, 38, 48, 53, 58, 71, 182, 186, 214, 320 Murray, J., 35–64, 132, 182, 197–199, 209, 212, 216, 217, 505 Murray, S., 62, 324–326, 329–331, 333 Mystification, 82, 84 N Narrative research, 19, 186, 219 National Research Council, 310, 368 Natural experiments, 296 Navigating, 122, 297, 360, 369, 438, 439 Newly qualified teachers (NQTs), 112, 324, 371 New teacher education, 193, 405 New York State public schools, 279 New Zealand, 42, 47, 108, 112, 126, 199, 200, 210, 217, 317, 354, 362, 366, 410, 412, 416, 418, 465, 511, 514 Novices, 53, 55, 63, 64, 80, 81, 87, 106, 109, 110, 113, 114, 116, 117, 119–122, 125–130, 150, 156, 157, 208, 210, 212, 213, 215, 353, 358, 362, 412, 413 Numeracy, 9, 361, 421 538 O Obligations, 24, 99, 111, 113, 166, 181, 185, 194, 202–206, 224, 225, 227, 242, 244, 338, 394, 478 Occupational choice, 284 Oceania, 361 OCED, 276 Ontological, 13, 76, 77, 99, 183, 184, 193, 194, 245, 357, 393 Ontological assumptions, 357 Ontology, 4, 6, 181, 188, 191, 196, 203, 205, 218, 222, 223, 225 Oppression, 77, 78, 97, 101, 130, 240, 241, 249, 257, 439 Orientation, 6, 10, 45–47, 54, 71, 72, 86, 95, 97, 100, 182, 183, 187, 188, 191, 206, 213, 218–220, 223, 225, 226, 260, 279, 291, 354, 355, 368, 388–390, 400, 463, 473, 478–480, 482, 492 Orland-Barak, 105–135, 183, 192, 194, 226, 312, 323, 340, 504, 511 Osguthorpe, 197 Outcomes of mentored learning, 107, 109, 117–120, 135 Ovens, 353–372 Oversupply of teachers, 280 P Paolo Freire, 76 Paradigm shifts, 106 Parents, 4, 9, 11–13, 15, 17–18, 22, 48, 72, 96, 163, 172, 175, 283, 293, 297, 385, 435, 466 Partnership, 38, 43, 44, 163, 198, 199, 217, 241, 255, 256, 260, 262, 263, 316, 319, 320, 330 Pawns, 292 Pedagogical content knowledge (PCK), 10, 14, 44, 54, 162, 382–384, 453, 484 Pedagogical knowing, 210 Pedagogical voice, 157, 168 Pedagogic skills, 361 Pedagogue, 78, 152, 414 Pedagogy, 9, 10, 14, 27, 40, 46, 53–55, 59, 61, 63, 71, 76–79, 82, 84, 86, 88, 109, 117, 124–128, 134, 181–184, 211, 213, 219, 225–227, 241, 243, 247, 249–252, 254, 256, 257, 261, 262, 266, 267, 328, 357, 369, 382, 384, 387, 394, 413, 416, 423, 430, 438, 442, 446, 449, 452, 455, 467, 468, 471, 474, 477, 479, 480, 482–486, 488, 489, 492, 504, 509, 511, 512 Index PEEL, 161, 162, 170 Perceptions, 54, 76, 82, 93, 109–112, 115, 116, 121, 148, 154, 168, 206, 239, 261, 276, 280–282, 287–289, 295, 408, 413, 418, 422, 430, 433, 444, 449, 453, 484, 512 Perceptual dissonance, 154 Persistence, 287, 288, 290 Persisters, 289, 290, 296 Personal histories, 21, 207, 214 Personal knowledge, 5, 22, 27, 54, 88, 157, 386 Personal practical knowledge, 3–28, 118, 183, 187–190, 218, 224–227 Perspectives, 16, 24, 25, 41, 49, 51, 77, 82, 83, 86, 88, 89, 91, 95, 99, 111, 112, 115, 117, 119–121, 123, 125, 130, 131, 133, 145, 148, 149, 151, 155, 157–168, 174, 176, 185, 186, 189, 191–194, 199, 206, 211, 214, 219, 220, 222, 223, 225, 239, 242, 243, 249, 254–256, 260–262, 276, 281, 289, 291–293, 327, 338, 354, 356–358, 360, 367, 371, 379, 384, 386, 400, 409, 422, 430, 431, 439, 440, 442, 448, 452, 464, 467, 468, 473, 474, 478, 480, 483, 484, 486–489, 503–506, 511, 513, 514 Peru, 362 Philosophy, 5, 7, 14, 80, 83, 95, 353, 356, 468, 469, 485 Physics, 151, 152, 162, 174, 277, 278, 281, 442 Pinnegar, 11, 19, 20, 49, 98, 99, 150, 182–187, 195, 205–207, 215, 216, 314, 393, 394, 397, 400, 504 Planning, 10, 13, 92, 125, 127, 128, 150, 158, 201, 210, 264, 276, 289, 323, 326, 328, 330–332, 379, 387, 392 Platonic concept, 364 Plot lines, 372 Polanyi, 183, 188, 190, 223, 283 Policy, 12, 13, 35, 36, 39, 43, 44, 47, 55, 59, 109, 113, 114, 116, 118, 120, 128–135, 143, 170, 192, 198, 200, 207, 216–219, 244, 245, 264, 275–277, 280, 289, 297, 305, 306, 308–310, 319, 339–341, 358, 362, 405, 407–410, 417, 423, 424, 429, 437, 454, 469, 472, 481, 505, 509 Policymakers, 143 Portfolio, 99, 123, 398, 412, 415, 423 Positive identity development, 212–213 Positive motivations, 290 Post-structural perspective, 192 Index Poststructural social theory, 353 Practical action, 97, 191, 195 Practical arguments, 188, 190, 191, 224 Practical knowing, 4, 5, 7, 9, 188–194, 201, 203, 220–223 Practical knowledge, 3–28, 52, 117, 118, 126, 129, 183, 187–190, 201, 218, 224, 226, 227, 488 Practice architectures, 360 Practice teaching, 117, 365, 394, 414–415, 421, 451 Practicum experience, 59, 145, 146, 148–150, 158, 159, 165, 169, 170, 172, 173, 290, 379, 381, 394, 397, 398, 400 Practicum placements, 112, 172, 366, 379–381, 383, 385 Practitioner knowledge, 22, 87, 241 Practitioner-researcher, 123, 322 Practitioners, 13, 22, 40, 41, 47, 48, 52, 54, 56, 64, 79–81, 84, 87, 96, 97, 115, 121, 123, 175, 196, 208, 209, 212, 213, 256, 305–343, 379, 386, 388, 389, 393, 413, 486–490, 492 Pragmatic intellectual space, 23–25 Praxis, 77–79, 97, 99, 246, 252, 254, 262 Predict-Observe-Explain (POE), 161 Pre-primary teachers, 281 Pre-service education, 35, 106, 111, 117, 130, 371 Primary level, 280, 361 Principles, 25, 38, 56, 62, 64, 83, 84, 122, 170, 171, 175, 182, 242, 244, 257, 259, 261, 317, 329, 338, 341, 343, 423, 451, 466, 467, 470, 491, 507 Prior experiences, 5, 10–12, 16, 17, 21, 23, 74, 157, 212, 368, 488 Prior knowledge, 118, 120, 149, 156, 157, 171, 331 Prior learning, 370 Problem, 8, 9, 36, 41, 44, 74, 75, 80, 82, 84, 88, 89, 92, 94, 96, 97, 114–116, 125, 126, 132, 145, 147, 149–153, 155, 156, 176, 183, 195, 197, 222, 239, 254, 265, 275, 293, 306–308, 310, 313, 315, 321, 323, 338–340, 361, 365, 370, 380–382, 385–387, 398, 399, 406, 431, 434, 477, 492, 506 Problematic, 8, 47, 63, 94, 182, 197, 210, 214, 226, 253, 261, 371, 388, 392, 450 Problematizing, 97, 441 Problem solvers, 84, 123, 307 539 Process, 5, 8, 13, 14, 20, 24, 29–256, 261, 277, 296, 307, 313, 318–320, 325, 327, 329, 330, 332, 336, 338, 353, 355, 356, 358–360, 362, 365, 366, 368, 370, 386, 388–390, 392, 394, 395, 397, 398, 408–412, 414, 415, 419, 429, 432, 435–439, 448, 450, 451, 453, 454, 468, 469, 475, 476, 480, 506, 508–510 Process of change, 92, 318 Productive learning, 168, 170, 293 Professional community, 191, 197, 295, 318, 325, 326 Professional conversations, 121, 123, 211 Professional decision making, 356, 407 Professional development, 7, 9, 10, 22–24, 26, 28, 35, 37, 95, 118–120, 123, 130, 147, 187, 199–200, 212, 288, 290, 296, 306, 309, 311, 312, 314–316, 319, 322, 325, 330, 333, 358, 366, 413–415, 431, 433, 447, 506, 512 Professional engagement and careerdevelopment aspirations (PECDA), 288 Professional identity, 6, 7, 22, 36, 53, 92, 108, 122, 125, 182, 191, 196, 200, 206–212, 215, 217, 308, 371, 438, 444 Professional knowledge, 9, 13, 21, 22, 39, 41, 53, 80, 129, 151, 155, 159, 181, 356, 379–387, 394, 396, 397, 400, 416, 423 Professional language, 111, 120 Professional learning, 36, 37, 49, 55, 56, 61, 64, 93, 107, 109, 120, 123–124, 130, 132, 135, 159, 160, 163, 165, 199, 200, 214, 215, 278, 309, 311, 318, 323, 325, 339, 356, 370, 372, 415, 419, 436, 437, 451 Professional Learning Communities (PLC), 93, 318 Professional practice, 25, 36, 38, 47, 80, 82, 98, 105, 121, 132, 261, 312, 322, 355, 387, 394, 414 Professional status of teaching, 276 Professional teacher culture, 372 Proficiency, 7, 337 Propositional knowledge, 380, 386, 392, 397, 398 ProQuest, 107 Psychologically vulnerable, 290 Psychological needs, 282, 292, 341 Public education, 148, 242, 244, 465, 466, 507 Public mind, 275 540 Purpose, 26, 72, 73, 75–77, 79–81, 83, 84, 86, 88–90, 97, 98, 100, 106, 154, 164, 166, 185–186, 204, 206, 210, 217, 227, 245, 266, 267, 314, 316, 318, 341, 357, 358, 360, 363, 368, 379, 383, 384, 390, 397, 409–413, 423, 438, 447, 467, 513 Purposive dissonance, 154 Putnam, 183, 195, 222, 226, 400 Puzzles, 164, 181, 214, 220, 221, 284 Q Qualifications, 39, 45, 46, 56, 58, 249, 278, 280, 289, 290, 409, 412, 420, 421 Qualified, 112, 169, 278, 281, 324, 371, 409, 411, 421, 448, 491 Qualitative research, 48, 145 Quality, 9, 35, 86, 143, 168, 181, 239, 275, 310, 331, 413, 436, 465, 480, 506 Quality in teaching, 144 Québec, 283 Questioning, 82, 84, 125, 175, 266, 305, 306, 309, 338, 368, 400 Questionnaires, 284, 433, 442–445, 449 R Race to the Top, Recollections, 4, 93, 95 Re-evaluation, 89 Reflection, 7, 48, 72, 94, 123, 148, 175, 226, 254, 306, 328, 330, 370, 391, 407, 451, 485 Reflection-in-action, 76, 80–82, 89, 90, 99, 386, 387, 393 Reflection-on-action, 76, 80, 82, 89, 90, 92–94, 98 Reflective inquiry, 26, 71, 79, 80, 84, 88, 181, 186, 450 Reflective practice, 47, 71–101, 131, 132, 160, 161, 169, 175, 306–308, 395, 407, 422, 452 Reflective practitioners, 80–82, 84, 100, 115, 386 Reflective teachers, 79, 82, 85, 88, 99–101, 160, 398 Reflective teaching, 72, 81, 87, 449 Reframing, 89, 259, 393, 470 Relationship, 9, 41, 76, 105, 134, 155, 205, 239, 266, 292, 313, 340, 357, 386, 432, 447, 478, 511 Reprofessionalise teacher education, 192 Researchers, 3, 35, 57, 75, 123, 181, 216, 275, 305, 341, 380, 398, 406, 448, 472, 503 Index Research skills, 57, 213, 214 Resources, 5, 8, 10, 21, 23, 24, 28, 58, 78, 112, 114, 116, 123, 150, 152, 176, 183, 213, 246, 275, 295–297, 314, 316, 319, 326, 329, 334, 335, 338, 340, 360, 431, 444, 470, 471, 473, 474, 509 Respectful, 89, 125, 478, 489 Responses, 6, 15, 20, 21, 23, 38, 54, 74, 76, 81, 82, 93, 100, 112, 125–128, 148, 158, 166, 184, 189–192, 195, 200, 203, 218, 221, 222, 225, 226, 250, 259, 286, 290, 307, 323, 328, 360, 366, 384, 392, 406, 423, 433, 442, 466, 476, 493, 511 Responsibility, 44, 75, 92, 117, 130, 147, 176, 177, 185, 197–200, 241, 242, 247, 258, 266, 307, 315, 318, 327, 361, 405, 411, 412, 421, 422, 433, 434, 453, 466, 467, 474–476, 479, 480, 492, 493 Retell, 4, 190 Retention, 118, 129, 130, 253, 259, 275, 282, 363, 510 Richardson, 14, 144, 164, 275–297, 309, 469, 510 Rodgers, 71–101, 129, 131, 184, 190, 191, 206, 413, 436 Role of theory, 148 Ross, 3–28, 72, 189, 217, 331, 333, 366 Russell, 36, 39, 41, 47, 111, 143–177, 195, 215, 305, 355, 382, 394, 397, 399 S Salary, 277–281, 283, 285–287, 293, 295, 296 Sanger, 197 Scholarship, 13, 41, 61, 64, 175, 181–227, 312, 354, 394, 463, 477, 488, 503–514 Scholarship of teaching, 181, 198, 312 Schön, 71, 72, 79–83, 85, 86, 89, 97, 99, 153, 168, 175, 197, 306, 307, 379, 384, 386–388, 392–394, 396–398, 400, 407, 451 School accountability, 355 School contexts, 4, 10, 15–17, 23, 24, 111, 119, 170, 291, 292, 294, 296, 359, 484, 490 School culture, 72, 110, 113, 155, 262, 292, 308, 328, 332, 400, 401, 446 School districts, 8, 93, 115, 116, 204, 245, 316, 319, 328–330 School placements, 144, 362, 401 Schwab, 6, 16, 23–25, 186, 187, 192, 201, 203, 223 Scotland 43, 44, 282, 408, 409, 417, 418, 421 541 Index Secondary schools, 125, 151, 170, 280–282, 296, 315, 328, 334, 361, 366, 417, 443 Secondary students, 361 Self-basting turkeys, 212 Self-determination theory, 276, 283, 291–294, 306, 340–343 Self-efficacies, 290 Self-identification, 197, 200, 207 Self-reflectiveness, 84 Self-reported teaching style, 288 Self-study (S-STEP), 47, 48, 54, 57, 58, 64, 90, 98, 99, 165, 166, 181, 184, 309, 312–316, 381, 392–396, 399, 400 Sensitivity, 38, 112, 131, 132, 309, 418 Sfard, A., 198 Shulman, 6, 10, 14, 127, 128, 131, 184, 189, 197, 382–384, 490 Single-loop learning, 153, 154 Sink/swim, 156, 363 Sinner, A., 357, 437 Slovak Republic, 283 Social dissuasion, 285, 286 Social elements of learning, 116, 117 Social equity, 285–287, 290, 295 Sociality, 6, 19, 20 Socialization, 114, 146, 209, 355, 444 Social justice, 40, 78, 117, 241, 370, 438, 463–493 Social studies, 148, 265 Socioeconomic status, 283 Sociologist, 278, 279 South America, 309, 361, 472 South Korea, 278 Spanish, 258, 286, 371 Special Interest Group (SIG), 98, 106, 314 S-STEP, 98, 99, 171, 181, 184, 186, 198, 209, 213–215, 219, 314, 315, 320, 355, 381, 388, 393–400, 413 Stakeholders, 15, 87, 109, 111, 406, 415, 487, 493 Standardised test scores, 362 Standardization, 6, 8–9, 253, 358, 359 STEM, 9, 266, 279, 280 Stephanie, 7, 11, 15 Structural hindrances, 290 Structure of teacher education, 88, 391 Student achievement, 176, 252, 277, 294, 310, 318, 321, 405, 407, 434 Student lore, 15 Student(s) learning, 55, 75, 90, 134, 321, 409, 416, 447, 477, 478, 482, 489 teacher learning, 110, 112 voice, 16 Subjective research methodologies, 183 Subjectivity, 77, 198, 355, 364 Subject matter, 10, 44, 74, 75, 91, 95, 131, 132, 144, 155, 252, 326, 328, 329, 370, 384, 407, 412, 453 Suggestion, 74, 80, 96, 111, 126, 153, 155, 158, 213, 252, 307, 308, 339, 389, 414, 472, 475, 481, 513 Supervisors, 41, 81, 94, 98, 109, 110, 112, 118, 123, 125, 127, 143, 145, 163–165, 169, 176, 177, 199, 208, 260, 379, 385, 391, 396, 412, 437, 444, 452 Swedish pre-service teachers, 368 Switchers, 289, 290, 296 T Tacit, 39, 59, 149, 183, 184, 189, 218, 220, 221, 223–225, 365, 383, 387, 397, 509, 512 Taiwan, 108, 278 Taken-for-granted, 12, 13, 167 Teacher candidates, 145, 151, 157–159, 161, 164, 168–170, 265, 279, 385–387, 394–396, 398, 399 diversity, 364–365, 368 Teacher education faculty, 79 scholarship, 187–191 Teacher educator identity formation, 186, 206, 208, 211 Teacher educators-as-mentors, 112 Teacher identity, 26, 52, 114, 184, 185, 197, 207, 208, 333, 336–338, 358, 359, 368, 371, 418, 488 Teacher knowledge, 4–15, 19, 21–23, 25, 27, 28, 313, 321, 413, 423 Teacher lore, 15 Teachers’ academic ability, 277 Teachers-as-learners, 111 Teachers-to-be, 82, 85, 88, 98 Teacher thinking, 6, 27, 184, 197, 436, 439 Teach for All, 241, 362 Teaching behavior, 112, 288 as a career, 276–290 practice placements, 125 quality, 254, 297 situation, 120, 188, 383 Technical reflection, 123 542 Technological innovations, 100 Tension, 3–5, 11, 16, 19, 20, 27, 28, 35, 37, 54, 58, 64, 96, 111–114, 116, 120, 126, 131, 146, 148, 173, 181, 186, 191, 196, 204, 210–215, 217, 220, 223, 248, 260, 266, 310, 316, 322, 355, 369, 371, 381, 382, 385, 393, 410, 421, 422, 437, 438, 448, 466–469, 474, 491, 504, 508 Tentative analysis, 96 Theory in practice, 153 theories of identity, 182 theory-practice gap, 150, 152, 163 Think on your feet, 370 Time for family, 285–288 Tinning, 355, 370 Tom, A.R., 13, 14, 143–177, 394 Traditional scholarship, 220 Training models, 182 Transcripts, 126, 368 Transformation, 63, 78, 80, 83, 84, 87–89, 96, 118, 159, 194, 196, 202, 220, 225, 239–267, 357, 392, 442, 468, 473, 479 Transition, 17, 22, 35–37, 49–53, 55, 63, 86, 130, 206, 208–212, 214, 215, 243, 353–356, 358, 360, 363, 371, 372, 380 Transition from student to teacher, 353–372 Transmission, 40, 118, 120, 173, 184, 370 Trial and error, 147, 148, 210, 213 Tsang, W.K., 26 Turkey, 7, 108, 111, 212, 276, 283, 286, 287, 433, 447, 513 Typologies of action research, 96 Index U UNESCO, 183, 195, 505, 508, 510, 511 United States Midwest, 292 Universalization process, 200 Unworthy, 173, 288 V Vagueness, 197–198, 200, 416 Validity, 48, 99, 184, 284, 312, 421, 481 Value-laden, 80, 82, 192, 453 Vasalos, A., 90, 93, 94, 98, 184 Veenman, S., 369, 371 Virtual world, 81 Voice, 16, 62, 64, 76, 84, 85, 91, 96, 112, 144, 145, 157–162, 168, 172, 174, 176, 177, 191, 195, 217, 254, 259, 264, 266, 335, 354, 410, 423, 438, 472, 473 Vulnerabilities, 50, 162, 191, 202, 206, 212, 220, 222, 393, 444, 445, 453 W Watt, H.M.G., 275–297, 510 Wenger, E., 53, 58, 207, 210, 211, 340, 341, 356 Whiteness, 367, 442, 485 Wonderings, 160, 182, 184, 206, 430 Workplace, 50, 56, 58, 60–64, 106, 211, 260, 340 World Culture, 225, 507–509, 514 Z Zhu, X., 194 Zimbabwe, 108, 283 .. .International Handbook of Teacher Education John Loughran • Mary Lynn Hamilton Editors International Handbook of Teacher Education Volume Editors John Loughran Faculty of Education. .. contribute to the self-transformation Studying Teacher Education, 8(3), 22 7? ?24 4 doi:10.1080 /17 425 964 .20 12. 720 929 Ladson-Billings, G (1995) Multicultural teacher education: Research, practice, and policy... Part III Teacher Educators Volume through Parts I and II of the Handbook of Teacher Education has illustrated a progression from an exploration of the complexities of teaching and teacher education