The SAGE Handbook of Research on Teacher Education

D. Jean Clandinin, Jukka Husu, D. Jean Clandinin, Jukka Husu

• Publisher: SAGE Publications Ltd
• Year: 2017
• ISBN:
  9781526415486
• Edition: 1
• Topic: Education
• Subtopic: Research in Education

The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections:

Section One: Mapping the Landscape of Teacher Education
SectionTwo: Learning Teacher Identity in Teacher Education
SectionThree: Learning Teacher Agency in Teacher Education
SectionFour: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education
SectionFive: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education
SectionSix: Learning through Pedagogies in Teacher Education
SectionSeven: Learning the Contents of Teaching in Teacher Education
Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career
Section Nine: Learning with and from Assessments in Teacher Education
Section Ten: The Education and Learning of Teacher Educators
Section Eleven: The Evolving Social and Political Contexts of Teacher Education
Section Twelve: A Reflective Turn

This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies.

1 Mapping an International Handbook of Research in and for Teacher Education

D. Jean Clandinin and Jukka Husu

Faced with the daunting task of editing an international handbook of research on teacher education, we spent a great deal of time discussing ways we might conceptualize the task. We were mindful from the outset that, as Bullough (2012) pointed out, ‘a collection of articles does not a handbook make’ (p. 141). To make his point Bullough drew on what Boyer (1990) characterized as the

scholarship of integration [which] involves doing research at the boundaries where fields converge … [It] also means interpretation, fitting one's own research – or the research of others – into larger intellectual patterns. Such efforts are increasingly essential since specialization, without broader perspective, risks pedantry … Those engaged in integration ask, ‘What do the findings mean?’ (p. 19)

Boyer's work drew our attention to the importance of attending to the boundaries where the many fields that attend, even peripherally, to teacher education meet. His work also drew our attention to the importance of trying to create or discern larger intellectual patterns that may be at work in teacher education. With this dual focus on attending to boundaries and creating larger intellectual patterns, we agree with Bullough that handbooks should ‘further the scholarship of integration'. Indeed, perhaps handbooks are the one genre of research publication that can foster the larger scale required by a scholarship of integration amidst increasingly siloed genres such as research articles, chapters in books and even books.

As we took on the task of editing the Handbook we saw our aim as furthering the conceptualization of scholarship in the field of research in teacher education. Defining just what teacher education is, as well as defining what counts as research in teacher education, are both contested matters. We took up our task hopeful that how we conceptualized the Handbook could offer something to the scholarship of integration in international research in teacher education and could highlight ways forward to new lines of scholarship. With that (partly implicit) idea of scholarship in our minds, we acknowledged that the overall aim of the Handbook was to critically advance and extend areas of research in teacher education and to do so mindful of the importance of attending to boundaries where fields of study meet in teacher education and of creating larger intellectual patterns.

As co-editors, we both have long histories of engaging not only in teaching and teacher education but also in research in teaching and teacher education. We have both participated in policy and practice discussions in our home institutions, local and state governing authorities, local and national associations, and policy-making bodies. While we have lived out our teaching, research and policy work in different countries, our shared interests brought us to general research meetings, such as the annual gathering of the American Educational Research Association, research meetings focused on teacher education such as the International Study Association of Teachers and Teaching, and editorial work in research journals such as Teaching and Teacher Education. Becoming co-editors allowed us to deepen our understandings and conceptualizations of attending to boundaries where fields of study meet in teacher education and of the importance of larger intellectual patterns in research in teacher education.

As we began our editorial work we held knowledge shaped by years of experience as teachers, teacher educators and researchers of teaching and teacher education. We knew our experiential knowledge could be a double-edged sword in that we were somewhat comfortable in teacher education and research in teacher education, at least in how it looks from where we stand. However, we also knew that, like the proverbial fish in water, we were sometimes unaware of the water in which we swam.

Our Starting Points for the Handbook

An International Research Handbook

As we began conceptualizing the Handbook, we knew the importance of speaking to more than local or national contexts as well as the importance of including a broad range of research from as many countries as possible. This international focus was both a matter regarding what to include, that is, a broad range of research from different national contexts, as well as one concerning the importance of reaching a broad international audience for the Handbook. This focus on including research from many international contexts and addressing researchers and policymakers from multiple countries would, we imagined, allow us to promote teacher education scholarship that is theoretically and practically relevant to national and international social contexts where teacher education takes place. We were aware of the great variability across countries in teacher education approaches, selectivity, curricular demands, state regulatory policies, and the role of research in teacher education (Tatto, 2015). We saw this diversity as a source of insight to find novel ways to address challenges of teacher education. However, our purposes were to seek greater coherence, but not uniformity, in research in teacher education. We did not wish to wash out the importance of attending to boundaries but to highlight the meeting of work at the boundaries as sources of insight. Further, we were searching for ways to discern or create ‘larger intellectual patterns’ within research in teacher education that would allow dialogue across diversity. Without it, we saw, diversity would not be a strength, but, rather, might become a means of confusion (Grimmet & Chinnery, 2009).

As we began to imagine ways to include diversity, we drew on work already done. Clandinin, along with Hamilton (Hamilton & Clandinin, 2010), questioned what it meant to think of research with an international perspective. Hamilton and Clandinin wondered ‘How we might step out of national silos, single disciplines, and taken-for-granted understandings'. Working from a view of research in teaching and teacher education as ‘not universally understood terms or activities', they acknowledged that contexts make a difference in research in teaching and teacher education, and they wondered how those unique contexts in different countries create differences. Offering considerations taken up as citizens of the world, they wondered, as do we, what tensions are opened up in research dialogues in teacher education when the dialogue is opened up to multiple international voices. Hamilton and Clandinin drew on cosmopolitanism, especially the work of Nussbaum (1998). Nussbaum suggests that

we see ourselves as Kosmopolitês – world citizens or cosmopolitans. She [Nussbaum] suggests that taking a cosmopolitan view opens ways to see beyond traditionally bounded edges … This view ‘does not privilege already formed communities. It seeks to defend emerging spaces for new cultural and social configurations reflective of the intensifying intermingling of people, ideas, and activities the world over. However, cosmopolitanism does not automatically privilege the latter (Hansen, 2008, p. 294).’ Unlike globalization, which can be homogenizing, cosmopolitanism offers a ‘distinct alternative’ (Hansen, 2008, p. 307). (Hamilton & Clandinin, 2010, 1227)

As Hamilton and Clandinin (2010) pointed out, ‘taking a cosmopolitan stance comes in the “ever-changing space between what a person and community are in the present moment and what they might become through a reflective response to new influence juxtaposed with an understanding of their traditions and roots” (Hansen, Burdick-Shepherd, Cammarano, & Obelleiro, 2009, p. 588)'. Adopting a cosmopolitan stance, Hamilton and Clandinin (2010) argued that, following Nussbaum (1998),

‘… the task of world citizenship requires the would-be world citizen to become a sensitive and empathetic interpreter’ (p. 63), yet does not, and should not, ‘require that we suspend criticism toward other individuals and cultures … The world citizen may be very critical of unjust actions or policies and of the character of people who promote them’ (p. 65) … As citizens of this world we must have the ‘ability to see [ourselves] as not simply a citizen of a local region … [but as] inescapably international’ (Wisler, 2009, p. 132) … Living as a citizen of the world, ‘spotlights the familiar fact that human beings can create not just ways to tolerate differences between them but also ways to learn from one another, however modest the resulting changes in their outlooks may be. It is a cosmopolitanism that does not take sides dogmatically and yet that does not stand apart from conflict, misunderstanding, and challenge’ (Hansen, 2010, p. 4) … In this Hansen directs our attention outside of the familiar to the possible and encourages us to engage these places of conflict, misunderstanding and challenge with a spirit that calls us to consider the possibilities of otherwise. (Hamilton & Clandinin, 2010, p. 1227)

Similar to what Hamilton and Clandinin were trying to open up as co-editors of the research journal Teaching and Teacher Education, we also saw our task in including international research as pressing ‘beyond national borders, beyond disciplinary borders, beyond borders of institutions. Pressing beyond borders and boundaries, we want to press for more than the inclusion of citations but the inclusion of ideas and practices around the world’ (Hamilton & Clandinin, 2010, p. 1228). We shared their hope that by bringing together diverse authors from many locations and theoretical viewpoints, we could work toward creating ‘a community of scholars', where we can, as Dewey (1916) described, ‘assimilate, imaginatively, something of another's experience in order to tell [her/]him intelligently of one's own experience’ (p. 6), one's own research. For us, Dewey's ideas speak to what is possible in research dialogues within a community of scholars. In a Deweyan spirit, we hoped that through creating a Handbook, we could create a space where researchers could share more deeply ‘in the experiences of others', and in so doing there would be ‘more resources’ ‘for dealing with our problems, and hence the more intelligent our collective problem solving will [hopefully] be’ (Biesta and Burbules, 2003, p. 70). The Handbook, we hoped, could begin processes of dialogue and knowing within a community of research in teacher education.

We also hoped that we could approach issues ‘with a cosmopolitan perspective that opens rather than closes our understandings of issues’ (Hamilton & Clandinin, 2010, p. 1228). We saw our task as an inclusive one, but one that fits well within the scholarship of integration, one that includes ideas and practices from around the world, one where new and often unheard voices join in the dialogue about research in teacher education.

A Research Focus

We also knew we wanted to keep our focus on research and to attend to the broad range of theoretical frames and methodologies within which research in teacher education was undertaken. We did not exclude or draw boundaries around particular methodologies or theoretical frameworks but, rather, were inclusive of the range of research undertaken in teacher education. We know our way around research methodologies that are commonly used in teacher education research. In some ways, we are ‘at ease’ in discussions around research in teacher education. We know, for example, of metaphors (Lakoff & Johnson, 1980) such as ‘theory drives practice', ‘the gap between theory and practice’ and ‘the need for a bridge between theory and practice’ that are used so often that they are frequently no longer questioned or unpacked for their entailments that shape research in teacher education. We realized the challenge of being wakeful enough to see the gaps and lacunae that surround us in the field of research in teacher education.

We are aware that research in teacher education is usually labelled as applied research, suggesting that knowledge is usually first ‘discovered’ (often outside teacher education) and then ‘applied’ in teacher education contexts. This can be seen as a boundary tension when fields related to research in teacher education come together. As we continued to work with the concept of attending to boundaries that meet in the field of research in teacher education, we began to attend more and more to tensions created as boundaries meet. One of our purposes is to focus on these tensions at the boundaries in ways that allow us to reconsider whether seeing teacher education research as applied research is appropriate.

There is another boundary at work here and that relates to the relationship between research in teacher education and the practice of teacher education. Teacher learning and teacher knowledge are often characterized as tacit, personally held, and oriented toward practice and developed on the basis of formal and informal educational experiences throughout a person's teaching career. Teacher education, supported by teacher education research, is linked with these complex learning processes. As we approached these adaptive perspectives of teacher learning, we began to draw attention to their contested relationship with teacher education research and teacher education practices.

We imagine ourselves at the intersection between the interests of research in teacher education and the interests of societies it aims to...

Table of contents

• Cover
• Half Title
• Working Editorial Board
• Title Page
• Copyright Page
• Contents
• List of Figures
• List of Tables
• Notes on the Editors and Contributors
• For Instructors
• 1 Mapping an International Handbook of Research in and for Teacher Education
• Section I Mapping the Landscape of Teacher Education
• 2 Philosophy in Research on Teacher Education: An Onto-ethical Turn
• 3 Teacher Education: A Historical Overview
• 4 The Quest for Quality and the Rise of Accountability Systems in Teacher Education1
• 5 Teacher Education Programmes: A Systems View
• 6 The Continuum of Pre-service and In-service Teacher Education
• 7 What We Know We Don't Know about Teacher Education
• Section II Learning Teacher Identity in Teacher Education
• 8 Connecting Teacher Identity Formation to Patterns in Teacher Learning
• 9 Developing Teacher Identity through Situated Cognition Approaches to Teacher Education
• 10 Developing the Personal and Professional in Making a Teacher Identity
• 11 Identity Making at the Intersections of Teacher and Subject Matter Expertise
• 12 Teacher Education as a Creative Space for the Making of Teacher Identity
• 13 Developing an Activist Teacher Identity through Teacher Education
• Section III Learning Teacher Agency in Teacher Education
• 14 Shaping Agency through Theorizing and Practising Teaching in Teacher Education
• 15 The Dialectic of Person and Practice: How Cultural-Historical Accounts of Agency Can Inform Teacher Education
• 16 The Impact of Social Theories on Agency in Teacher Education
• 17 Narrative Theories and Methods in Learning, Developing, and Sustaining Teacher Agency
• 18 Unsettling Habitual Ways of Teacher Education through ‘Post-Theories’ of Teacher Agency
• Section IV Learning Moral and Ethical Responsibilities of Teaching in Teacher Education
• 19 Teacher Beliefs and the Moral Work of Teaching in Teacher Education
• 20 Developing Teachers’ Capacity for Moral Reasoning and Imagination in Teacher Education
• 21 Disrupting Oppressive Views and Practices through Critical Teacher Education: Turning to Post-Structuralist Ethics
• 22 Developing Teachers’ Cognitive Strategies of Promoting Moral Reasoning and Behavior in Teacher Education
• 23 Strengthening Sociocultural Ways of Learning Moral Reasoning and Behavior in Teacher Education
• 24 The Moral Work of Teaching: A Virtue-Ethics Approach to Teacher Education
• Section V Learning to Negotiate Political, Social, and Cultural Responsibilities of Teaching in Teacher Education
• 25 Micropolitics in the Education of Teachers: Power, Negotiation, and Professional Development
• 26 Teachers Learning about Themselves through Learning about ‘Others'
• 27 A Decolonial Alternative to Critical Approaches to Multicultural and Intercultural Teacher Education
• 28 Recruitment and Retention of Traditionally Underrepresented Students in Teacher Education
• Section VI Learning through Pedagogies in Teacher Education
• 29 Developmental Learning Approaches to Teaching: Stages of Epistemological Thinking and Professional Expertise
• 30 A Foundation for Effective Teacher Education: Teacher Education Pedagogy Based on Situated Learning
• 31 Constructivist Learning Theories in Teacher Education Programmes: A Pedagogical Perspective
• 32 Developing Pre-service Teachers’ Pedagogical Content Knowledge
• 33 Learning and Teaching with Technology: Technological Pedagogy and Teacher Practice
• 34 Teacher Education Pedagogies Based on Critical Approaches: Learning to Challenge and Change Prevailing Educational Practices
• 35 Culturally Relevant Teacher Education Pedagogical Approaches
• Section VII Learning the Contents of Teaching in Teacher Education
• 36 Teacher Education in English as an Additional Language, English as a Foreign Language and the English Language Arts
• 37 Teacher Education in Social Studies and Civic Education
• 38 The Political Shaping of Teacher Education in the STEM Areas
• 39 Research for Physical Education Teacher Education
• 40 The Creative Arts and Teacher Education
• 41 Teacher Education in Religious Education
• 42 Teacher Education in Technical Vocational Education and Training
• 43 The Curriculum of Early Childhood and Lower Primary Teacher Education: A Five-Nation Research Perspective
• 44 Teacher Education in Inclusive Education
• Section VIII Learning Professional Competencies in Teacher Education and throughout the Career
• 45 Understanding the Development of Teachers’ Professional Competencies as Personally, Situationally and Socially Determined
• 46 Teachers’ Professional and Pedagogical Competencies: A Complex Divide between Teacher Work, Teacher Knowledge and Teacher Education
• 47 Developing Teachers’ Competences with the Focus on Adaptive Expertise in Teaching
• 48 Evolution of Research on Teachers’ Planning: Implications for Teacher Education
• 49 Developing Teacher Competence from a Situated Cognition Perspective
• 50 Critical Approaches in Making New Space for Teacher Competencies
• Section IX Learning with and from Assessments in Teacher Education
• 51 Filtering Functions of Assessment for Selection into Initial Teacher Education Programs
• 52 Summative Assessment in Teacher Education
• 53 Formative Assessment in Teacher Education
• 54 Teacher Assessment from Pre-Service through In-Service Teaching
• 55 Functions of Assessment in Relation to Sociocultural Teacher Education Approaches
• 56 Functions of Student-centred Approaches to Assessment in Teacher Education
• 57 Functions of Assessment in Social Justice Teacher Education Approaches
• Section X The Education and Learning of Teacher Educators
• 58 Defining Teacher Educators: International Perspectives and Contexts
• 59 A Quest for Teacher Educator Work
• 60 Professional Learning and Development of Teacher Educators
• 61 The Promise of the Particular in Research with Teacher Educators
• Section XI The Evolving Social and Political Contexts of Teacher Education
• 62 Adapting to the Virtual Campus and Transitions in ‘School-less’ Teacher Education
• 63 Multiple Voices and Participants in Teacher Education
• 64 The Role of Policy as a Shaping Influence on Teacher Education and Teacher Educators: Neo-Liberalism and its Forms1
• 65 Globalization and Teacher Education
• 66 Research in Indigenizing Teacher Education
• Section XII A Reflective Turn
• 67 Pushing Boundaries for Research on Teacher Education: Making Teacher Education Matter
• Index