ABSTRACT
Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators.
The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition:
- stimulates a broad conversation about foundational issues
- brings multiple perspectives to bear
- provides new specificity to topics that have been undifferentiated in the past
- includes diverse voices in the conversation.
The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions:
- What’s the Point?: The Purposes of Teacher Education
- What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments
- Where Should Teachers Be Taught? Settings and Roles in Teacher Education
- Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention
- Does Difference Make a Difference? Diversity and Teacher Education
- How Do People Learn to Teach?
- Who’s in Charge? Authority in Teacher Education
- How Do We Know What We Know? Research and Teacher Education
- What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education.
The Association of Teacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org
TABLE OF CONTENTS
part |121 pages
What's the point?
part |64 pages
Framing chapters
chapter |18 pages
Teacher education in a democratic society
part |35 pages
Artifacts
part |19 pages
Commentaries
chapter |5 pages
A thought from another world
part |135 pages
What should teachers know?
part |77 pages
Framing chapters
part |27 pages
Artifacts
part |29 pages
Commentaries
part |135 pages
Where should teachers be taught?
part |69 pages
Framing chapters
part |40 pages
Artifacts
chapter |13 pages
Leaving authority at the door
part |23 pages
Commentaries
part |151 pages
Who teaches? Who should teach?
part |94 pages
Framing chapters
part |33 pages
Artifacts
chapter |9 pages
Meeting the highly qualified teachers challenge
part |21 pages
Commentaries
chapter |6 pages
Changing the paradigm
part |145 pages
Does difference make a difference?
part |88 pages
Framing chapters
chapter |31 pages
Responding to the linguistic reality of mainstream classrooms
part |35 pages
Artifacts
part |19 pages
Commentaries
part |154 pages
How do people learn to teach?
part |89 pages
Framing chapters
chapter |26 pages
The metaphors by which we teach
chapter |28 pages
Learning among colleagues
part |39 pages
Artifacts
part |22 pages
Commentaries
part |158 pages
Who's in charge?
part |88 pages
Framing chapters
chapter |5 pages
The emperor's new clothes
chapter |31 pages
Competing visions of purpose, practice, and policy
chapter |22 pages
From traditional certification to competitive certification
chapter |28 pages
The evolving field of teacher education
part |50 pages
Artifacts
part |18 pages
Commentaries
part |189 pages
How do we know what we know?
part |129 pages
Framing chapters
chapter |42 pages
Critical and qualitative research in teacher education
part |38 pages
Artifacts
part |19 pages
Commentaries
chapter |5 pages
Notes from a pragmatist
part |134 pages
What good is teacher education?
part |75 pages
Framing chapters
part |37 pages
Artifacts
part |18 pages
Commentaries