The Palgrave Handbook of Teacher Education Research

ISBN-13: 9783031161926 / Angielski / Twarda / 2023 / 1740 str.

Ian Menter

Opis

This handbook presents a timeless, comprehensive, and up-to-date resource covering major issues in the field of teacher education research. In a global landscape where migration, inequality, climate change, political upheavals and strife continue to be broadly manifest, governments and scholars alike are increasingly considering what role education systems can play in achieving stability and managed, sustainable economic development. With growing awareness that the quality of education is very closely related to the quality of teachers and teaching, teacher education has moved into a key position in international debate and discussion. This volume brings together transnational perspectives to provide insight and evidence of current policy and practice in the field, covering issues such as teacher supply, preservice education, continuing professional learning, leadership development, professionalism and identity, comparative and policy studies, as well as gender, equity, and social justice.

Spis treści

Section 1: The Supply, Recruitment and Retention of Teachers

Chapter 1. Teacher Quality and Teacher Supply

Chapter 2. The Use of Emergency Measures in Times of Crisis

Chapter 3. Diversification of Entry Routes

Chapter 4. Time and Place: The History of Geography of Teacher Recruitment and Retention 

Chapter 5. Teacher Mobility in the 21st Century 

Chapter 6. Flexibilisation of the Teaching Workforce 

Chapter 7. Temporary Teachers 

Section 2: Pre-service Teacher Education 

Chapter 8. The Meaning of Partnership in ITE

Chapter 9. New Technologies in Teacher Education

Chapter 10. Employment-based Routes

Chapter 11. New Approaches to Mentoring

Chapter 12. The University and Teacher Education

Chapter 13. Teacher Learning in ITE

Chapter 14. Forms of Knowledge in Teacher Education

Chapter 15. The ITE Curriculum and Standards in Teacher Education

Chapter 16. Assessment and Feedback in ITE

Section 3: Continuing Professional Development

Chapter 17.Teacher Induction

Chapter 18. Developing Accomplished Teachers

Chapter 19. The Use of e-Portfolios

Chapter 20.Changing Professional Development Needs over a Teacher's Career

Chapter 21. Work-based professional learning

Chapter 22. Education Reform and In-Service Education for Teachers

Section 4: Teacher Education for Leadership

Chapter 23. Teacher Leadership in the Classroom

Chapter 24. Teacher Leadership in the School

Chapter 25. Standards for School Headship/Principalship

Chapter 26. Middle Leaders in the School

Chapter 27. External Change Agents in Professional Development

Section 5: Teacher Identity and Professionalism

Chapter 28. Reshaping teacher professionalism

Chapter 29. The Lifelong Continuum of Teacher Development

Chapter 30. Values in Teaching--Differing Approaches

Chapter 31. Fender and Ethnicity and Teachers' Identity

Chapter 32. Models of Teaching - from Effective to Transformational

Chapter 33. Teaching Subjects or Children/Young people?

Section 6: Comparative Studies in Teacher Education

Chapter 34. Multi-national Studies in Teaching and Teacher Education

Chapter 35. Teacher Education Reform in Central and Eastern Europe

Chapter 36. Sociocultural Approaches in Comparative Studies of Teacher Education

Chapter 37. The History of Comparative Education Studies in Teaching and Teacher Education

Chapter 38. The Impact of the Bologna Process across European Teacher Education

Section 7: Policy Studies in Teacher Education

Chapter 39. Poverty, Equity, Social Justice and Teacher Education

Chapter 40. Intersectionality in Teacher Education

Chapter 41. Teacher Education, the Media and Politics

Chapter 42. Teacher Education as an Instrument of Development 

Chapter 43. Globalisation and Teacher Education

Chapter 44. School Improvement and Teacher Education

Chapter 45. Teacher Unions and Professional Bodies

O autorze

Ian Menter is a Fellow of the Academy of Social Sciences in the UK and was President of the British Educational Research Association (BERA), 2013-15.  He is Emeritus Professor of Teacher Education and Emeritus Fellow of Kellogg College, at the University of Oxford.

He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire.  Before that he was a primary school teacher in Bristol, England. He is now a Visiting Professor at three UK universities. 

His main research interests are in research, policy and practice in teacher education, including comparative studies of this topic.  Recent edited and co-edited publications include Teacher Education in Russia (Routledge) and The Palgrave Handbook of Teacher Education in Central and Eastern Europe (Palgrave-Macmillan).  His monograph, Raymond Williams and Education, was published by Bloomsbury in 2022.

Editorial Board:

Qing Gu, Institute of Education, University College London, London, UK

Moira Hulme, Manchester Metropolitan University, Manchester, UK

Meg Maguire, King's College, London, UK

Margery McMahon, University of Glasgow, Glasgow, UK

Nicole Mockler, University of Sydney, Sydney, Australia

Trevor Mutton, University of Oxford, Oxford, UK

Tore Sorensen, Faculty of International and Political Studies, Jagiellonian University, Kraków, Poland

Maria Teresa Tatto, Mary Lou Fulton Teachers College, Arizona State University, Tempe, USA

Emma Towers, King's College, London, UK