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  • Living reference work
  • © 2020

The Palgrave Handbook of Teacher Education Research

Palgrave Macmillan
  • Presents an even handed and up-to-date review of the field founded on policy, practice and research.

  • Incorporates transnational perspectives from a broad range of established and up-and-coming scholars

  • Reflects issues in professional development including issues around workforce, professional learning and globalization

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Table of contents (74 entries)

  1. Cases of Four International Reforming Contexts: Prelude to the Pandemic and Beyond

    • Cheryl J. Craig, Maria Assunção Flores, Maria Inês Marcondes, Darlene Ciuffetelli Parker

About this book

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.


  • Teacher education
  • pre-service teachers
  • professional development
  • Comparative education
  • Education policy
  • Teacher identity
  • teacher quality
  • teacher supply

Editors and Affiliations

  • Department of Education, University of Oxford, Oxford, United Kingdom

    Ian Menter

About the editor

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

Bibliographic Information