The Palgrave Handbook of Teacher Education Research

Preface
The Significance of Teacher Education
The Development of Teacher Education Research
The Impact of the Global Pandemic
Peace and Security
The Handbook
Contents
About the Editor-in-Chief
Section Editors
Contributors
Part I: Introduction
1 Teacher Education Research in the Twenty-First Century
Introduction
Precept 1: ``By Their Teacher Education ye Shall Know Them´´
Precept 2: Context Matters - History, Culture, and Politics
Precept 3: In Tension - Research, Policy, and Practice
The Significance of Teacher Education Research in the Twenty-First Century
Relationships Between Teacher Education and Research
Key Themes in Teacher Education Research
Methodologies in Teacher Education Research
The Structure of this Handbook
Conclusion
Cross-References
References
Part II: The Supply, Recruitment, and Retention of Teachers
2 The Supply, Recruitment, and Retention of Teachers
Introduction
The Teacher Gap
Policy Options and Tools
Financial Incentives
Changes to the Level of Pay
Changes to Pay Structure
Teachers´ Work Lives
Occupational Appeal and Turnover
Teacher Retention and Job Quality
Summary
Cross-References
References
3 Teacher Quality: The Preparation, and Utilization of Teachers in Sub-Saharan Africa
Introduction
Background: Access, Quality, and Teachers
The Life Cycle of a Teacher
The Politics of School Reform
Practices in SSA
Method
Percentage of the Education Budget Allocated to Teacher Education
Financial Support to Student Teachers
Selection into ITE
Qualifications
Course Content
The Practicum
Early Work Experience and Induction
License to Practice
Performance Management
Continuous Professional Development (CPD)
Promotion
Conclusion
Cross-References
References
4 Rethinking the Complex Determinants of Teacher Shortages
Introduction to the Problem
Secondary Data Analysis and Policy Documentary Analysis
Factors Influencing Teacher Demand
Factors Influencing Teacher Supply
Survey of Undergraduates
Characteristics of Potential Teachers
How are Potential Teachers Different from Non-teachers in their Choice of Career?
What Are the Important Influencing Factors?
Systematic Review
Search Strategy
Screening
Data Extraction
Synthesizing the Evidence
Most Promising Approaches for Attracting Teachers
Most Promising Approaches to Retain Teachers
Conclusion
References
5 Standardized Testing as a Gatekeeping Mechanism for Teacher Quality
Introduction
Gatekeeping
Gatekeeping in Teacher Education
A Focus on Inputs: Gatekeeping Tests as a Solution to the Teacher Quality Problem
An Australian Case: The Literacy and Numeracy Test for Initial Teacher Education (LANTITE)
Analyzing Teacher Education Policy: The Politics of Policy Framework
The Introduction of the LANTITE
LANTITE in Practice
The Impact of LANTITE: Substantive Educational Reform?
Conclusion: Challenges and Opportunities
Summary
References
6 Stayers: In the Long Run. A Comparative Study of Retention in Two Swedish Teacher Generations
Introduction
Background
Research Questions
The Study
Context
Results
A Large Proportion of the First Period of Working in the Profession Is Spent on Working Within the Educational Sector
Who Stays, Who Goes Simply a Random Harvest?
Confidence in the Future
From Intent to Action
What Makes Teachers Want to Remain?
What Makes Teachers Hesitate?
What Would Cause Those Who Have Left to Return?
Discussion
References
7 Newly Arrived Migrant Teachers and the Challenges of Reentering Work: Introduction to the Swedish Teaching System
Introduction
Sweden - The Fast Track Education Context and Background
Background to our Study
Language
Language During the Fast Track Education
Experiences in Schools
Recognition of Skills
Teacher Practices
Respect
Values
Labor Market
Formal obstacles
Formal and Informal Ways into Work
Social Networks
Conclusion
References
8 Educational Isolation and the Challenge of ``Place´´ for Securing and Sustaining a Quality Teacher Supply
Introduction
Educational Isolation
The Notion of Quality in Teaching
Challenges for Securing Quality Teacher Supply (Teacher Recruitment)
Challenges for Sustaining Quality Teacher Supply (Teacher Retention)
Conclusion and Recommendations
Recommendation 1
Collaboration and Partnership
Recommendation 2
Targeted Resources
Cross-References
References
9 Reshaping the Teaching Profession: Patterns of Flexibilization, Labor Market Dynamics, and Career Trajectories in England
Introduction
Flexibilization of the Teaching Workforce
The (Limited) Use of External Flexibility: Constraints on the Hiring of Unqualified Teachers
The Internal Flexibilization of the ``Core´´ Workforce: Toward the Erosion of Standard Employment?
Embeddedness of Labor Markets for Teachers
(New) Organizational Infrastructures and Internal Labor Markets
Patterns of Teachers´ Careers and Forms of Career Commitments
Committing to the Profession: Vocational and Subject Specialist Careers
Committing to an Organization: Corporate and Accidental Careers
Committing to the Enterprising Self: Strategic Careers and Open Careers
Discussion
Annex 1 Types of embedded movements
Annex 2 ERGM Results. Models A and B, respectively, correspond to Models 2 and 3 in Sarazin et al. (In Preparation)
References
Part III: Pre-service Teacher Education
10 Initial Teacher Education: The Opportunities and Problems Inherent in Partnership Working
Introduction
Different Models of Partnership
Why Does This Matter?
Why Is This Such a Challenge?
Where Are Examples of More Fully Integrated Partnership Working to Be Found?
Conclusion
Summary
Cross-References
References
11 Developing a ``Research Literacy Way of Thinking´´ in Initial Teacher Education: Students as Co-researchers
Introduction
Key Construct: Research Literacy
Research Literacy as Consumption of Research
Research Literacy as Engagement with and in Research
Toward a Theoretical Understanding: Research Literacy as Competence
Competence as Continuum
Dispositions
Situation-Specific Cognitive Skills
Performance
Level
Moving Towards Research Literacy as Competence
Empirical Lens to Research Literacy
Teacher Education at the University of Oslo
The Co-research Model
Model 1. Co-research as Formative Assessment
Model 2. Co-research in University Seminars
Model 3. Co-research as Data Collection
Model 4. Co-research in Dissertations
Summary: A Research Literacy Way of Thinking
Cross-References
References
12 School-Based Teacher Educators: Understanding Their Identity, Role, and Professional Learning Needs as Dual Professionals
Introduction
School-Based Teacher Educators as Dual Professionals?
Redefining a New Group of Teacher Educator: A Blurring of Terms
Shifting Policy and the Sites of Learning to Teach: Implications for SBTEs
School-Based Teacher Educators´ Professional Knowledge and Identity Construction
Empirical Studies of School-Based Teacher Educators´ Knowledge and Identity
Knowledge About Teacher Education Research
School-Based Teacher Educators´ Learning, Including Their Professional Learning Needs
Challenges for School-Based Teacher Educators
Implications and Further Directions for Research
References
13 Universities, Research, and Initial Teacher Education in England and Wales: Taking the Long View
Introduction
Early History
From McNair to Robbins
The Reassertion of Control: Circular 3/84 and All That
ITE and Professional Judgement
New Labor, and a ``New Professionalism´´ for Teachers in England
The Return of the Conservatives: The Fragmentation of a System
The Reemergence of Research
Wales: A Different View
Conclusion
References
14 Specialized Educational Knowledge and Its Role in Teacher Education
Introduction: The Political Economy of Teacher Education
Knowledge and Teaching: Assumptions Underpinning Forms of Teacher Education
Distinguishing Between Forms of Education (al) Knowledge
What Education (al) Knowledge Is Therefore Needed for Teacher Education?
Challenges to Knowledge-Rich Teacher Education: Varied Grammar and Contested Recontextualization
Concluding Remarks
References
15 Towards Internationally Shared Principles of Quality Teacher Education: Across Finland, Hong Kong, and the United States
Introduction
Teacher Education in Finland
Definitions and Indicators of Teacher Quality in the Finnish Context
Research-Based Teacher Education Supporting Quality Teaching
Lessons and Gaps
Teacher Education in Hong Kong
Definitions and Indicators of Teacher Quality
What Does Research Say About Teacher Quality?
Lessons and Gaps
Teacher Education in the United States
Definitions and Indicators of Teacher Quality
What Does Research Say About Teacher Quality?
Core Practices
Culturally Sustaining Pedagogies
Lessons and Gaps
Towards Internationally Shared Principles of Quality Teacher Education
Collaborative Curiosity
Wholistic Self-Determination
Equity Through Pluralism
Summary
Cross-References
References
16 Assessment in HE Initial Teacher Education: Competing Contexts Discourses and the Unobtainable Pursuit for Fidelity
Introduction
The English HEI ITE System
Competing Assessment Discourses
The Development of Formative Assessment
Competing Contexts
Assessment Context 1: Higher Education
Assessment Context 2: School Education
Assessment Context 3: Initial Teacher Education
Fidelity Across the Assessment Contexts
Competing Identities: The Academic Versus the Professional
Competing Measures of Quality/Performance
Finding a Way Through
Explicit Modeling
Self-Regulation
Critical Debate
Conclusion
Summary
Cross-References
References
17 The Uses and Abuses of ``Quality´´ in Teacher Education Policy Making
Introduction
The ITT Market Review in England
Ways of Conceptualizing Quality
The Market Review´s Claim for Quality
Consistency
The Core Content Framework
Market Review Recommendations: Making the CCF the New ``Standard´´
A Particular Type of Evidence?
Discussion: There Is No Alternative
But There Is an Alternative
References
18 Student Response Systems in Initial Teacher Education: A Scoping Review of Web-Based Applications
Introduction
Scoping Review
Stage 1: Identifying the Research Question
Stage 2: Identifying Relevant Studies
Stage 3: Study Selection
Stage 4: Charting the Data
Stage 5: Summarizing and Reporting Findings
Findings
What SRSs Are Being Used in ITE, and What Terminology Is Being Used to Describe These Systems?
What ITE Subjects Are These Systems Being Used in, and What ITE Levels Are They Being Used with?
What Are the Research Objectives with Regard to Studies Investigating the Use of SRSs in ITE?
What Research Methods and Approaches Are Used to Investigate the Use of SRSs in ITE?
What Advantages and Benefits Are Reported in These Studies, and What Challenges and Limitations Were Found?
Summary, Discussion, and Conclusion
Cross-References
References
19 The Many Meanings of Practice-Based Teacher Education: A Conceptualization of the Term
Introduction
Analytical Perspectives
Four Approaches to Practice-Based Teacher Education
Expertise Approach
Implications for Teacher Education
Reflective Approach
Implications for Teacher Education
Action-Research Approach
Implications for Teacher Education
Enactment Approach
Implications for Teacher Education
Summary Discussion
Similarities and Differences Among Approaches
Concerns over Practice-Based Teacher Education
Implications for Teacher Education
References
Part IV: Continuing Professional Development
20 From Benign Neglect to Performative Accountability: Changing Policy and Practice in Continuing Professional Development for...
Introduction
The Rise of ``Teacher Quality´´ as a Policy Problem
Standards and PLD as Solutions to the Teacher Quality Problem
Teacher PLD and Transnational Education Policy: From Teachers Matter to TALIS 2018
Local Vernaculars of Teacher PLD Policy: Examples from England and Australia
Conclusion: Shifting Priorities in Continuing Professional Development for Teachers
References
21 Doubt, Skepticism, and Controversy in Professional Development Scholarship: Advancing a Critical Research Agenda
Introduction
Mainstream Scholarship and Critical Discourses
A Critical Research Agenda for Professional Development
The Search for Causality
Conceptualization
The Professional Development Process
Conclusion: Unsettling the Professional Development Field´s Epistemic State
References
22 An Inquiry into Teacher Agency and Professional Development: The Introduction of the Early Career Framework in England
Introduction: An Inquiry into the Development of Agency
Context: The Early Career Framework in England
An Inquiry into the Agency of Early Career Teachers
Theorizing Teacher Agency
Mentor Agency in Relation to Professional Development
Early Career Teacher Agency in Relation to Professional Development
Agency in Relation to Issues in the World
Conclusion: Agency as a Lens for Researching Professional Development
Cross-References
References
23 School-Based Teacher Educators: A Scottish Manifesto
Introduction
School-Based Teacher Educators: Conceptualizing the Role
The Scottish Policy Context: An Overview
What We Know About School-Based Teacher Educators in Scotland: From the Literature
What We Know About School-Based Teacher Educators: From the Measuring Quality in Initial Teacher Education Project
Demographics
Key Findings
What Do These Data Tell Us?
A Manifesto
References
24 Regulating and Reifying Teacher Professional Development: Teachers´ Learning under Global Policy Conditions
Introduction
Conceptualizing Teachers´ Professional Development Uunder Globalized Policy Conditions
Theorizing the Reification and Regulation of Teacher Professional Development
Regulation Through Scalecraft and Scrutiny
Putting these Ideas to Work: Globalized PD Policy Processes in Context
Queensland College of Teachers: CPD Requirements
CPD Audit
CPD Examples
Education Queensland
QCAA
Globalizing PD Policy in Context: Audit, Accountability, Reification, and Regulation
An Alternative: A Call for Complexity
References
25 Continuing Professional Development: Negotiating the Zip
Introduction
CPD: Problematizing a Slippery Concept
Learning
Professional Learners
Conceptualizing Context
Impact on Practice: Actions and Thinking
Metaphors We Learn By: Unraveling the Complexity of CPD
Learning in Context: Zipping
Reframing Professional Learning as Zipping
Metaphor as Heuristic in Design, Enactment, and Study of CPD
Exemplary Illustration: The Project School Policy on Equal Opportunities (SPEO)
Metaphor Guiding Design and Pedagogy
Metaphor Guiding the Study of CPD
The Limits of the Zipper Metaphor
The Micropolitics in CPD: Negotiating the Zip
Reclaiming Professionalism Through CPD
Getting Beyond Blueprint and Training
Beyond Examples of Good Practice to Good Examples of Practice
References
26 Postgraduate Research as a Vehicle for (Trans)forming Teachers´ Professional Development: Opportunities and Challenges
Introduction
Postgraduate Research: Mapping the Global Context
Postgraduate Research as a Tool for Teacher Development: Insights from the Literature
Background: Description of Three Key Studies Exploring PGR as a Form of TPD
Postgraduate Research and Its Impact on TPD: Cross-National Lessons Drawn from the Authors´ Three Studies
The Impact of PGR on TPD
Factors Moderating the Impact of PGR on TPD
Essential Themes Diagram
PGR as a Vehicle of (Trans)forming TPD: From Promising Results to Development Prospects
Conclusion
References
Part V: Teacher Education for Leadership
27 Teacher Leadership in the Classroom
Introduction
Teacher Education for Leadership
What Is Teacher Leadership?
Teacher Leadership: In and Beyond the Classroom
Teacher Leadership in Russia
Competence Model of a Class Teacher-Leader in a Russian School
Goals, Tasks, and Functions of the Class Teacher
Criteria for the Effectiveness of the Class Teacher
The New Role of the Teacher-Leader: Class As a Project
Class Leader Activity Vectors: Interaction Management Analysis
Regional Implementation of the Project: The Experience of the University Partner School
Learning for Leadership
Conclusion
References
28 Developing a Model of Establishing Receptivity to Teacher-Led Change in Schools
Introduction
Models of Leading Change
Methodology
Process of Data Collection
Process of Data Analysis
Stages in Establishing Receptivity to Teacher-Led Change
Experimentation
Persuasion
Behavioral Modeling
Trust
Discussion on the Emergent Model of Establishing Receptivity to Teacher-Led Change
Summary
References
29 Middle Leaders in the Schools
Introduction
Researching Middle Leadership
Middle Leaders in School: Mapping the Field
Middle Leadership of Teaching and Learning
Researching Multiple Perspectives on Middle Leadership
Middle Leadership in the Primary School
Middle Leading: The Practice of Middle Leadership
Middle Leadership and Professional Learning
Knowledge, Skills, and Abilities Required for Middle Leadership
Approaches to Professional Learning
Middle Leadership Teams
Conclusions: Future Development in Research on Middle Leaders in School
References
30 Standards for School Leadership and Principalship
Introduction
The International Positioning of Standards for Teaching and Teachers
Tensions with Professional Standards for Teachers and School Leaders
Standards for School Leadership: An Emerging Research Base
Case Study: Developing Leadership at All Levels: The Scottish Standards
Standards for Registration
Standard for Career-Long Professional Learning
Standards for Leadership
Standards for School Leadership/Principalship and Leadership Development
Learning from and Next Steps for the Development of Professional Standards
Conclusion
References
31 Laying the Foundations for Leadership: Research-Informed Teacher Education
Introduction
Research and Teacher Education: Where Are We Now?
The Scottish Context of Teacher Education
Structure of ITE in Scotland
Research-Informed Teacher Education: Redesign and Reaccreditation
Research-Informed Structure and Design
Content Informed by Research-Based Knowledge and Scholarship
Poverty and Child Poverty and Its Impact on Learning and Education: A Case Study
Teachers and Teacher Educators Equipped to Engage with and Be Discerning Consumers of Research
Teachers Equipped to Conduct Their Own Research Individually and Collectively
Teacher Educators Equipped to Conduct Their Own Research Individually and Collectively: The Teacher Education Reading Group (T...
Looking Ahead
Summary
Cross-References
References
32 External Change Agents in Professional Learning: The Case of the General Teaching Council Scotland
Introduction
GTC Scotland: The Importance of Qualification
An Independent GTC Scotland
Being a Teacher in Scotland
The Centrality of Professional Standards
Code of Professionalism and Conduct (The Professional Code)
Professional Update
Complex and Complexity
A ``Mature´´ Profession
Toward Intelligent Accountabilities
Professional Learning
Communities of Practice and Networks
Conclusion
References
Part VI: Teacher Identity and Professionalism
33 Anchoring Teacher Professional Learning and Development in Context: How Schools Enable Teachers to Thrive
Introduction
Teacher Quality Revisited: Values and Beliefs at the Core
The Soulfulness of Quality: Teaching as a Vocation
Psychological Functioning That Enhances Quality
Effective Teacher Professional Development Revisited: A Consensus
Defining Effective Professional Development
The Ineffective Human Capital Approach
Variation in Teachers´ Professional Concerns
Anchoring Professional Learning in Context: How Schools Enable Teachers to Thrive
A Social Ecological Approach to Developing Teachers
Developing and Sustaining Teacher Quality in Context
Concluding Remarks
References
34 Reframing Teacher Professional Identity and Learning
Introduction
Framing Teachers´ Professional Identity
Professional Identity as Lens for Teacher Education and Research
Professional Identity Work in Teacher Education
Student/Beginning Teachers´ Identity Work
Experienced Teachers´ Identity Work
Investigating Teachers´ Professional Identity
Toward a More Comprehensive Framework of Professional Identity Learning
Core Processes in Teacher Professional Learning and Identity Formation
Connecting Teacher Professional Learning and Identity Formation
Reflection and Agency as Vehicles for Professional Identity Learning
Final Conclusions and Suggestions
Cross-References
References
35 Professionalism in Practice: Contextual Differences in Understandings, Practices, and Effects of Teacher Autonomy
Introduction
Methodology
Professionalism and Autonomy in Neoliberal Reform Contexts
Deconstructing Autonomy
The School Context
The Findings
A Legacy of Complacency and Difference
A Culture of Comfort, Complacency, and Lack of Ambition for Student Progress and Attainment
Pedagogical Leadership Strategies: Tensions Between Collegial and Individual Professional Autonomy in Practice
A Divided Staff
Students´ Academic Progress and Attainment: A Mixed Picture
Discussion
External Reform, Professionalism, and Teacher Autonomy
Pedagogical Leadership: The (New) Responsibility of Principals
Teachers´ Entitlements to Individual Professional Autonomy
Conclusions
References
36 Pedagogical Change and Professional Courage
Introduction
The Context for School-Initiated Pedagogical Change
Pedagogical Change and Professional Autonomy
Individual Responses to Pedagogical Change
The Case of Green Hill
The Individual Experience of Pedagogical Change
Experiencing Personal Change
Experiencing School-Level Change
Experiencing Learner Change
Pedagogical Change and Professionalism
Professional Confidence
Collegiality
Accountability
Conclusion
Cross-References
References
37 Advancing Teacher Professionalism in Rural China: An Equality-Oriented Policy Approach
Introduction
Teacher Professionalism
Challenges About Teacher Professionalism in Rural China
Equality-Oriented Policy Approach to Advancing Teacher Professionalism in Rural China
Targeted Recruitment Policies Channeling More Professional Teachers to Rural China
Quality Assurance Policies Enhancing the Extent of Teacher Professionalism in Rural China
Professional Development Policies Advancing the Professionalization of Teachers in Rural China
Strengths and Issues of the Equality-Oriented Policy Approach
Conclusion
References
38 Subject Disciplines and the Construction of Teachers´ Identities
Introduction
Subject and Teachers´ Subject Identity
Teachers´ Subject Knowledge
Pedagogy
Identity Development in the Figured Worlds of Subject Teaching
Identity Formation as Social and Cultural Products
Identity Formation and the Crisis of Development
Transitions in Identities
Developing a Subject Identity
Conclusion
References
39 Recent Trends in Teacher Identity Research and Pedagogy
What Is Teacher Identity?: A Review of Five Reviews
Recent Research on Teacher Identity
Teacher Identity Remains a Predominantly Individualistic Concept that Centralizes a Dynamic Holism Among Past and Present Infl...
Teachers as Individuals
Context
Teacher Identity has Gone Global
Teacher Identity Around the World
The ``new managerialism´´ in Teaching
Teacher Identity Appears to be Deepening Professional Approaches to Teacher Learning
Methodological Choices in Study Designs Affected the Ways Teacher Identity was Understood, Employed, and Studied
Articulating Theoretical Foundations
Alignment Between Conceptualizing Teacher Identity and Studying It
The Use of Quantitative and Mixed-Methods
Concluding Observations and Future Ambitions
References
Part VII: Policy Studies in Teacher Education
40 Policy Problems: Policy Approaches to Teacher Education Research
Introduction
What Is Policy?
What Drives Policy?
Policy as a Problems Approach
What Are the Policy Problems in Teacher Education?
Whose Problems? Alternative Voices
Regulation and Surveillance
Unintended Outcomes
Teacher Education and Wider Policy Matters
References
41 Trans-inclusive Policy and Opportunities for Trans-affirming Teacher Education: An Ontario Case Study
Introduction: Contextualizing the Educational Experience of Trans and Gender Diverse Students
Gender Diversity and Teacher Education Programs
Trans-inclusive Policy in Education
Limitations of Trans-inclusive Policy
Learning from the Ontario Policy Context: Implications for Teacher Education Programs
Antioppressive Education
Accommodation Policy and Inclusion
Toward Trans-affirming Teacher Education
Summary
Cross-Reference
References
42 Shoring Up ``Teacher Quality´´: Media Discourses of Teacher Education in the United Kingdom, United States, and Australia
Introduction
Background
Representations of Teachers and Teacher Education in Media and Policy Discourses
Duncan, Gove, Pyne, and Teacher Education Reform
Approach and Methods
Text Selection and Corpus Construction
Corpus-Assisted Discourse Analysis
Keyword Analysis
Collocation Analysis
Concordance Analysis
Policy as Discourse: What Is the Problem Represented to Be?
Media Discourses of Teacher Education: A Corpus-Assisted Reading
Keyword Analysis
Collocation Analysis
The Problem(s) of Teacher Education
``A Gaping Need for Practical Approaches´´: Teacher Education Programs as Problem
Attracting the ``Best and Brightest´´: ITE Candidates as Problem
``Ideological and Faddish´´: Initial Teacher Educators and Institutions as Problem
Conclusion: Shoring up ``Teacher Quality´´
References
43 Critiquing Teacher Well-Being Policy in England: Developing a Values-Based Approach to Promote Trainee Teachers´ Well-Being
Introduction
Defining Well-Being and Stress and Presenting Teachers´ Experience of These Phenomena
Defining Well-Being
Defining Stress and Its Impact
Defining Teachers´ Well-Being and Stress
Teachers´ Experience of Well-Being and Stress
Existing Educational Policy and Strategies to Promote Teachers´ Well-Being
English Educational Policy to Promote Teachers´ Well-Being
Policies to Promote Teachers´ Well-Being
Advocating for a Values-Based Approach to Promoting Teachers´ Well-Being
Defining Well-Being and Stress in Relation to Personal Values
Defining Teachers´ Well-Being and Stress in Relation to Personal Values
Values-Based Approaches to Promoting Teachers´ Well-Being
Introducing a Values-Based Intervention to Support Teachers´ Well-Being
Describing the Intervention
Reflections on the Intervention: Implications and Next Steps
Summary
References
44 Policy, Teacher Education, and Covid-19: An International ``Crisis´´ in Four Settings
Introduction
The Covid-19 Crisis in Norway
Policy-Science Interface
Teachers in a State of Exception
Teacher Education in a State of Exception
Consequences of the Crisis
A High Trust Society in a State of Exception
Implications for Policy and Practice
The Covid-19 Crisis in Greece
Greek Education and the Covid-19 Pandemic: Setting the Context
Covid-19 and Teacher Education in Greece
Implications for Policy and Practice
The Covid-19 Crisis in Japan
The Challenges Faced by Schools in the Covid-19 Pandemic
CPD During the Covid-19 Pandemic
Initial Teacher Training and the Covid-19 Pandemic
Implications for Policy and Practice
The Covid-19 Crisis in Australia
COVID-19´s Impact on Teachers and Teacher Education in Australia
Teacher Education
Teachers
Policy Tensions During Covid-19
Struggles for Policy Influence
Policy Tensions Affecting Teachers
Student Impacts
Implications for Policy and Practice
Improving Infrastructure and Access
Rethinking Progress and Achievement
Workload and Well-Being for Teachers and Teacher Educators
Summary and Policy Lessons in a Time of `Crisis´
References
45 Initial Teacher Education and Social Justice
Introduction
Initial Teacher Education in the Current Moment
Theories of Social Justice and Schooling
Nancy Fraser: Redistribution, Recognition, and Representation
Amartya Sen: A Capability Approach to Social Justice
An Inequalities Approach
Social Justice in the Classroom
Becoming an Activist Professional
Teacher Education Cohorts
Conclusions: Constraints and Opportunities
References
46 Policy and Practice in Increasing BME Teachers´ Access to ITE and a Leadership Career in the Teaching Profession in England
Introduction
Teacher Workforce Overview
Ethnicity Overview of Teacher Educators and Preservice Teachers in ITE
Theoretical Framing
Critical Theory and Social Justice
Whiteness in Education Policies
Whiteness Ideology Underpinning Conceptualization of BME Teachers
BME Teacher and Leadership Experiences
British Policy Addressing BME Teacher/Headteacher/Principal Underrepresentation
Recruiting BME Preservice Teachers in ITE: Policy Preference
Discussion: Policy Influence on BME Teacher Recruitment and Progression
Changing the Status Quo
Summary
References
47 Teacher Education in India: Virtual Capture of the ``Public´´
Mapping the Landscape of School Teachers
Glossing Over Intervention By the Supreme Court
The Problem of Intellectual Isolation
The Problem of Poor State Investment in Teacher Education
Preparation of Teacher Educators: A Weak Link and the Absence of Critical Discourse
The Changing Axis of the Quality Debate and Privatization
Privatization of Teacher Education and Policy Propositions
Conclusion
References
48 Standards and Stories: Educational Policy and White Supremacy in the Lives and Work of White Teachers
Standards and Stories: Educational Policy and White Supremacy in the Lives and Work of White Teachers
References
49 Preparing and Supporting Beginning Teachers for the Challenges of Teaching in Urban Primary Schools
Introduction
Structure of the Chapter
The Challenges of Beginning Teachers in Urban Primary Schools
Teaching in Urban Environments
``Urban Specific´´ Challenges?
Preparing Teachers for the Challenges of Urban Teaching
Dimensions of Urban Teaching in Primary Schools
Focus on Urban Dimensions in Teacher Education Institutes
The Experiences of Student Teachers with Preparation for Urban Teaching
Continued Teacher Professional Development for Teaching in an Urban Context
Example of a Policy Development Outside the School with an Urban Focus
Support Culture and Structure in Primary Schools in an Urban Environment
Summary and Policy Implications
References
Part VIII: Comparative Studies in Teacher Education
50 The Need for Comparative Studies in Teacher Education
Introduction
What Are Comparative Studies in Education?
Why a Comparative Approach to Study Teacher Education?
A Globally Validated Framework
Macrolevel
Mesolevel
Microlevel
Approaches in Comparative Studies of Teacher Education
The Motive of Comparison
Quantitative Approaches
Qualitative Approaches
Mixed Methods Approach
Other Approaches
Conclusion
The Sixteen Studies in this Section
Approaches to the Comparative Study of Teacher Education
The Political Economy of Teacher Education
Teacher Education Research as a Force for Social Justice and Transformation
Globalization and the Study of Teacher Education
Summary
Cross-References
References
51 A Cross-National Analysis of Organizational Support for Teachers´ Professional Learning
Introduction
Literature Review
Teachers´ Professional Learning Around the Globe
Organizational Support for Teachers´ Professional Learning
Current Study
Methods
Sample and Data
Variables
Analysis
Results
Organizational Supports for Professional Learning
Mentoring Support for Beginning Teachers
Relationship Between Organizational Support and National Achievement
Discussion
References
52 Centering Multilingual Learners and Countering Racism in Teacher Education
Introduction
A Stable Research Area Coheres
Disciplinary Silos
Applied Linguistics
Teacher Education Policy Research
Critical Teacher Education Research on Multiculturalism
Race/Racism, Language, and Teacher Education
Theories of Race and Racism
Is Race Real?
How Does Race Relate to Other Forms of Oppression?
Race and (Dis)Continuity
Race/Racism and Language
LangCrit
Raciolinguistics
Race/Racism, Language, and Teacher Education
Conclusion
Cross-References
References
53 Spatial Perspectives: A Missing Link for Comparative Teacher Education Research
Introduction
Why Spatial Theory?
A Spatial Triad
Relative Space: Influences on Teacher Standards Policies in China and England
Professional Standards in China: Global Influence
Professional Standards in England - Why Relative Space Matters
Representational Space: The Visibility of Rural Teachers in Chilean Education Policy
Lived Space: Recognizing the Lived Experiences of Brazilian (Preservice) Teachers
Conclusion
Cross-References
References
54 Reciprocal Learning in Teacher Education Between Canada and China in a Globalized Context
Introduction
Teacher Education in International and Comparative Education and the Concept of Reciprocal Learning
Reciprocal Learning as a Conceptual Guiding Principle for RLP
Reciprocal Learning as a Practical Approach for RLP
The RLP Curriculum
Changing Contexts and RLP Development
The RLP Handbooks
RLP Handbook for Canadian Cohorts in China
RLP Handbook for Chinese Cohorts in Canada
Portfolios, Practicum/Internship Placements, and Extracurricular/Cultural Activities: Selected Cases
Portfolios
Practicum/Internship Placements
Extracurricular/Cultural Activities
RLP Learnings
Short-Term Impact
Short-Term Impact on Canadian RLP Participants
Short-Term Impact on Chinese RLP Participants
Long-Term Impact
International Intercultural Reciprocal Learning in Teacher Education Lessons for Global Understanding
Teacher Education Is a Cross-Cultural Space for Global Understanding
Collaborative Teacher Education, Teaching, and Curriculum Tasks Create Environments for Personal Practical Testing, Sharing, a...
Teacher Education Is Part of a Global Educational Ecosystem in Which Curriculum and Classroom Community Play Vital Roles
Cultural Experiential Immersion Is a Powerful Force for Personal Reflective Assessment of Differing Cultural Narrative Histori...
Teacher Education for Global Understanding Is Strengthened by All Manner of Cross-Culturally Linked Connections Among Teachers...
Time, Sustained Activity, and Consistent Support Among Like-Minded People with Shared Visions of an Interconnected Global Worl...
References
55 Teacher Education Perspectives in the Ibero-Latin American Context: A Comparative View
Introduction
Initial Teacher Education in the Four Countries
Brazil
Teacher Education: National Curricular Guidelines
Government Grant Program for Initial Teacher Education (PIBID): An Innovative Initiative
New Perspectives on Teacher Education Policies
Mexico
Initial Teacher Education in Mexico: Successes and Failures
Internship
Regulatory Institutions
Portugal
The Bologna Process as a Turning Point
A High Qualified Profession at Master´s Level
The Place of the Practicum
Spain
Changing Teacher Education as a Result of the Bologna Process
Teachers´ Competencies for the Practicum
Discussion and Conclusion
The External Impetus for Change in Teacher Education
The Teaching Profession at the Crossroads
Current Challenges and Tensions in Teacher Education
Future Directions: Toward a Common Frame of Reference?
References
56 Learning to Teach Equitably: Theoretical Frameworks and Principles for International Research and Practice
Using Theoretical Frameworks in Combination
Sociocultural Learning Theories
Critical Theory
Complexity Theory
Understanding Perennial Challenges of New Teacher Learning Through Theoretical Frameworks
Complexity Theory and the Principles of Learning Teaching
Developing a Shared Vision
Involving all Stakeholders
Identifying Key Foundational Ideas and Practices
Opportunities to Learn About the Nested Contexts of Learning
Preparation for Inquiry and Research
Critical Theory and Principles for Learning Teaching
Explicit Focus upon Justice and Equity in Program Vision
Opportunities to Learn about Out-of-School Factors that Shape Learning
Opportunities to Unpack Assumptions about Identity, Teaching, and Learning
Specific Teaching and Relational Practices that Center Students and Communities
Sociocultural Learning Theory and Principles for Learning Teaching
Construction of a Professional Identity
Developing Shared Languages, Practices, and Tools
Opportunities to Test Out Valued Practices and Receive Feedback
Linking a Developing Vision of Equitable Teaching to Foundational Knowledge, Pedagogy, and Concrete Practices and Tools
Principles in Practice: International Examples
University of Oslo, Norway: Targeting the Problem of Fragmentation and Enactment
University of Helsinki, Finland: Targeting the Problem of Apprenticeship of Observation and Enactment
American Museum of Natural History, United States of America: Targeting the Problem of Equity
Conclusion: Theoretical Lenses for Comparative Research
References
57 Teacher Education in Post-Soviet States: Transformation Trends
Introduction
Historical Background: Prerevolutionary Period
The Soviet Reformation
Post-Soviet Reforms in Teacher Education
Modern Systems of Teacher Education in Post-Soviet Countries
Divergent and Convergent Trends in Teacher Education
Summary
References
58 Intercultural Education: The Training of Teachers for Inclusion
Introduction
Characteristics of Indigenous Education
The Right of Indigenous Peoples to Design Their Educational Programs
Contemporary Challenges for Achieving the Right to a Culturally and Linguistically Pertinent Education on the Part of Indigeno...
The Training of Intercultural Teachers
The Training of Indigenous Teachers to Work with Indigenous Students
The Training of All Teachers to Work with an Intercultural Approach to Education
Conclusion
References
59 The Development Discourse of ``Quality Teachers´´: Implications for Teacher Professional Development
Introduction
Quality Teachers in Policy and Research
Labeling
Measurement
Concluding Reflections: Implications for Teacher Professionalism and Teacher Professional Development
References
60 Issues Related to Teacher Preparation in Southern Africa
Botswana
Historical Context of Teacher Preparation in Botswana
Current Teacher Preparation Policies and Practices in Botswana
Teacher Candidates´ Experiences in Botswana
Research on Practicing Teachers in Botswana
Technology Integration in Botswana
Namibia
Historical Context of Teacher Preparation in Namibia
Current Teacher Preparation Policies and Practices in Namibia
Teacher Candidates´ Experiences in Namibia
Post-Independence Experiences of Namibian Teacher Educators and Teachers
South Africa
Historical Context of Teacher Preparation in South Africa
Current Teacher Preparation Policies and Practices in South Africa
Teacher Candidates´ Experiences in South Africa
South African Emphasis on Learner-Centered Pedagogy and Outcomes-Based Education
Decolonizing South Africa´s Teacher Education Curriculum
Tanzania
Historical Context of Teacher Preparation in Tanzania
Current Teacher Preparation Policies and Practices in Tanzania
Teacher Candidates´ Experiences in Tanzania
Emphasis in Tanzania on Learner-Centered Pedagogy
Technology Integration in Tanzania
Themes in Teacher Preparation Across Four SADC Nations
Policy Related to Learner-Centered Pedagogy
Enactment of LCP in Teacher Preparation
Organization of Student Teaching Placements
Resources in Student Teaching Placements
Conclusion
References
61 The Political Economy of Teacher Training in Latin America: A Review of the Research Literature
Introduction
Origins of School Teaching in Latin America
The Effect of Teaching Practices on Student Achievement
Influences on Teacher Training in Latin America
Teacher Training in Argentina
Teacher Training in Mexico
Teacher Training in Colombia
Teacher Training in Brazil
Teacher Training in Chile
Teacher Training in Bolivia and Ecuador
Summary
References
62 The Importance of Context: Teacher Education Policy in England and France Compared
Introduction
Theorizing Teacher Education Policy and Policymaking
Governing Models of Education in England and France
Conceptualizing Teacher Education
Teacher Education in England
Teacher Education in France
Comparative and Concluding Remarks
Bibliography
63 Cases of Four International Reforming Contexts: Prelude to the Pandemic and Beyond
Rationale for the Continuing Comparative Study
Flashback: Our Previous Study
Flashback: 2019 Overarching Themes
Flash Forward: 2021 Four-Country Policy Analysis
Portugal
Policies of Curriculum and Inclusion: Change or Continuity?
Policy Initiatives and Teachers´ Work During the COVID-19 Pandemic
Final Considerations
Brazil
First Survey: Carlos Chagas Foundation Research (2020a, b, c)
Second Research Study: A Systematic Review of the Literature
Impacts of the Covid-19 Pandemic on Education
Use of Digital Technology
Pedagogical Methodologies and Adopted Practices
Prospective Analysis and Postpandemic Opportunities
Final Considerations
Canada
Shifts in Curriculum in a Pandemic World
Teaching Online and in Person and the Systemic Conditions in -Between
Final Considerations
The USA
School District Versus State of Texas: The Ongoing Struggle
Community Response
The Onslaught of COVID-19
Final Considerations
Flash Forward: Overarching Four-Country Themes in the Face of Covid
Conclusions
References
64 Teaching Diverse Students: A Comparative Analysis of Perspectives from South Africa, Canada, and Hong Kong
Introduction
Educating Diversity
Diversification of Diversity
Educating for Diversity in South Africa
Definitions of Diversity
Imperatives and Issues
Preparing Teachers for Diversity: What and How?
Educating for Diversity in Canada
Definitions of Diversity
Province of Ontario
Province of Quebec
Imperatives and Issues
Preparing Teachers for Diversity: What and How?
Educating for Diversity in Hong Kong
Definitions of Diversity
Imperatives and Issues
Preparing Teachers for Diversity: What and How?
Discussion
Conclusion
Cross-References
References
65 Teacher Leadership in Cross-National Perspective
Introduction
Research on Teacher Leadership
Core Practices and Professional Development
Career Trajectories and Organizational Context
Distributed Leadership and Teacher Well-Being
Teaching as a ``Mass´´ or ``Semi´´ Profession in the USA
Informal Versus Formally Structured Leadership Systems
Teachers as Community Leaders: Unions and Social Movements
Conclusion: Globalization, Professionalism, and Leadership Beyond the Classroom
Leadership Beyond the Classroom
References
66 Learning to Teach: Building Global Research Capacity for Evidence-Based Decision-Making
Introduction
Methodology and Methods
Limitations
The Evolution of Teacher Education in Different Contexts
Institutional Transformations
Conceptions of Teaching and Knowledge Traditions
Teacher Education and Learning How to Teach: A Review of the Research
Evidence from Research on Teacher Education and Learning to Teach
Australia
England
Finland
Japan
Mexico
United States of America
Summary
What Future for Teacher Education?
Knowledge, Policy, and Practice in Teacher Education
National and Global Trajectories in Teaching
Future Teacher Education Research
Conclusion
References
Part IX: Globalization and Teacher Education
67 Globalization, Teachers, and Teacher Education: Theories, Themes, and Methodologies
Introduction
Globalization and Education: A Short Introduction
The Contested Concept of Globalization
Theorizing the Relationship Between Education and Globalization
Teachers, Teacher Education, and Globalization: The Potentials and Key Themes
The Paradoxical Dearth of Research About Teacher Education and Globalization
Key Themes in the Literature on Teaching, Teacher Education, and Globalization
The Handbook Part ``Globalization and Teacher Education´´
Concluding Remarks: Research Agendas and Methodologies
Cross-References
References
68 Global Discourses, Teacher Education Quality, and Teacher Education Policies in the Latin American Region
Introduction
Global Discourses on Education and Teacher Education Quality
Teacher and Teacher Education Quality in Global Discourses
International Organizations and Teacher Education Quality in Latin America
Continuity and Change in Latin American Teacher Education
Teacher Education Institutions and Institutional Structures
Quality Assurance and Assessment of Teacher Education Institutions and Programs
Attractiveness of Teacher Education for Potential Candidates and Selection Procedures
Teacher Education Curricula: Content Knowledge and Learning How to Teach
Preparation for the Needs of Diverse Student Populations
Teacher Education and Digital Competence
Concluding Thoughts
Cross-References
References
69 From Global to Local: Policy Vernacularization as Assemblage, Refoulement, and Meld
Introduction
Key Theoretical Considerations
The Transnational, the State, and the Non-State Interconnect: The Rise of Globalized Ideas for Teacher Education
The Fountainheads for Globalized Teacher Education Policy
The Lens of Vernacular Globalization
Reading Vernacularization: Interrogating Assemblage as Critical Policy Analysis
Toward a Critical and Discursive Framework
Some Illustrations of the Model´s Affordances: Utilizing Examples from Two Cases of Vernacular Globalization
Receiving Context: Exteriority and Emergence
Contexts of Policy Translation: Heterogeneity, Relationality, and Flux
Contexts of Policy Enactment: Power (Local), Politics, and Agency
Discussion: Key Affordances of Situating Vernacularization as Policy Assemblage
Histories, Habits, and Memories and Historical Path: Continuity and Change
Determinants of Practice and Power Within Sociopolitical Structures
The Reconciliation of National and International Policy Forces
Conclusion
References
70 The OECD, the Vehicularity of Ideas, ``Wormholes,´´ and the 2018 Initial Teacher Education Curricular Reform in Mexico
Introduction
Initial Teacher Education Governance Arrangements in Federal Entities
Initial Teacher Education in Mexico
From PISA Goals to Teacher Education Policymaking in Mexico
Starting PointsThe OECD´s Production of PISA Rankings
Roots and Routes: From the 2012-2013 Education Reform to the 2018 Teacher Education Curricular Reform
Vehicular Ideas and Wormholes Connecting Distant Ideational Galaxies
The 2012-2013 Education Reform in Mexico, OECD, and PISA
Mexico and Singapore: The ``Global Competitiveness´´ Wormhole
Adaptation
Summary
References
71 Reframing Global Education in Teacher Education from the Perspectives of Human Capability and Cosmopolitan Ethics
Introduction
The Dominance of Human Capital Theory in Global Education Policy
Promotion of Utilitarian Ends
Promotion of Productive Skills and Competencies
Promotion of Teacher Accountability
Human Capabilities Approach as an Alternative Paradigm of Global Education
Prioritization of Human Well-Being
Promotion of Opportunity and Freedom
Empowering Teachers as Agents
Cosmopolitan Ethical Approach as an Expanded Vision of Human Flourishing
Integrating Cosmopolitan Dispositions in Teacher Education
Equipping Teachers with Cosmopolitan Pedagogies
Engaging Teachers with Intercultural Encounters
Conclusion: Synthesizing a Human Capability and Cosmopolitan Ethical Approach
References
72 Globalizing Teacher Education Through English as a Medium of Instruction: A Vygotskian Perspective
Background and Introduction
The Role of Context in Research on Teaching and Teacher Education
Conceptualizing Context in Teacher Education: A Vygotskian Perspective
Vygotsky´s Sociocultural Theory of Mediated Learning and Genetic Development
Activity Theory
Globalization as an Influence on Educational Activity
Empirical Research
Cultural-Historical Domain: Globalizing Teacher Education in Vietnam
Ontogenetic Domain: Glonacal Dimensions in Pre-service Teachers´ Life Trajectories
Microgenetic Domain: Globally Inflected Activity Systems for Teacher Learning
Final Reflections and Implications for Teacher Education Research
References
73 Shadow Elite of Transnational Policy Networks: Intermediary Organizations and the Production of Teacher Education Policies
Introduction
Conceptual Foundations
Intermediary Organizations Produce Globally Circulated Teacher Education Policies
Transnational Policy Networks of Shadow Elites: IOs, Consultants, and For-Profits Disseminate Policy Discourses
Knowledge Brokers
Consultants and Consultancies
Modules and Microcredentials
Summary
References
74 Globalization and the Impact of ICT on Teachers´ Work and Professional Status
Introduction
ICT as Globalization
ICT and the Professional Status of Teachers
ICT, Certification, Education, and Professional Development
ICT and Teachers´ Daily Work
Illustrative Vignette
Summary: Elaboration and Variation in the Integration of ICT
Future Trends
References
Index