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Palgrave Macmillan

The Palgrave Handbook of Teacher Education Research

  • Living reference work
  • © 2020

Overview

Editors:
  1. Ian Menter

    1. Department of Education, University of Oxford, Oxford, United Kingdom

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  • 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. Initial Teacher Education and Social Justice

    • Martin Mills, Bob Lingard

  2. Initial Teacher Education: The Opportunities and Problems Inherent in Partnership Working

    • Trevor Mutton

  3. Intercultural Education: The Training of Teachers for Inclusion

    • Sylvia Schmelkes, Ana Daniela Ballesteros

  4. Issues Related to Teacher Preparation in Southern Africa

    • Rachel van Aswegen, Jacob Elmore, Peter Youngs

  5. Laying the Foundations for Leadership: Research-Informed Teacher Education

    • Lauren Boath, Cristina Mio, Stephen McKinney

  6. Learning to Teach Equitably: Theoretical Frameworks and Principles for International Research and Practice

    • Karen Hammerness, David Stroupe, Kavita Kapadia Matsko

  7. Learning to Teach: Building Global Research Capacity for Evidence-Based Decision-Making

    • Maria Teresa Tatto, Ian Menter, Katharine Burn, Christopher M. Clark, Sakiko Ikoma, Gerald LeTendre et al.

  8. Middle Leaders in the Schools

    • Christine Forde, Kathleen Kerrigan

  9. Newly Arrived Migrant Teachers and the Challenges of Reentering Work: Introduction to the Swedish Teaching System

    • Elin Ennerberg, Catarina Economou

  10. Pedagogical Change and Professional Courage

    • Rupert Knight

  11. Policy and Practice in Increasing BME Teachers’ Access to ITE and a Leadership Career in the Teaching Profession in England

    • Uvanney Maylor

  12. Policy Problems: Policy Approaches to Teacher Education Research

    • Emma Towers, Meg Maguire

  13. Policy, Teacher Education, and Covid-19: An International “Crisis” in Four Settings

    • Tom Are Trippestad, Panagiota Gkofa, Sawako Yufu, Amanda Heffernan, Stephanie Wescott, Meg Maguire et al.

  14. Postgraduate Research as a Vehicle for (Trans)forming Teachers’ Professional Development: Opportunities and Challenges

    • Marta Kowalczuk-Walędziak, Amélia Lopes, Isabel Menezes

  15. Preparing and Supporting Beginning Teachers for the Challenges of Teaching in Urban Primary Schools

    • Lisa Gaikhorst, Monique L. L. Volman

  16. Professionalism in Practice: Contextual Differences in Understandings, Practices, and Effects of Teacher Autonomy

    • Christopher Day

  17. Recent Trends in Teacher Identity Research and Pedagogy

    • Brad Olsen, Rebecca Buchanan, Christina Hewko

  18. Reciprocal Learning in Teacher Education Between Canada and China in a Globalized Context

    • Shijing Xu, Michael Connelly

  19. Reframing Global Education in Teacher Education from the Perspectives of Human Capability and Cosmopolitan Ethics

    • Suzanne S. Choo

  20. Reframing Teacher Professional Identity and Learning

    • Douwe Beijaard, Maaike Koopman, Gonny Schellings
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Keywords

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.

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


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