A Companion to Research in Teacher Education

Michael A. Peters is a Professor at the Wilf Malcolm Institute for Educational Research at the University of Waikato, and an Emeritus Professor at the University of Illinois at Urbana-Champaign. He is the executive editor of Educational Philosophy and Theory and has written over seventy-five books. He was made an Honorary Fellow of the Royal Society of New Zealand in 2010 and awarded honorary doctorates by the State University of New York (SUNY) in 2012 and the University of Aalborg in 2015. Bronwen Cowie is a Professor of Education and Director of the Wilf Malcolm Institute of Educational Research at the Faculty of Education: Te Kura Toi Tangata, the University of Waikato, New Zealand. Her research interests span assessment for learning, science education, student voice, curriculum implementation and teacher education/ professional learning. Ian Menter is a Fellow of the Academy of Social Sciences in the UK and served as Presidentof the British Educational Research Association (BERA) from 2013 to 2015. He is an Emeritus Professor of Teacher Education at the University of Oxford and was a member of the Steering Group of the BERA Inquiry into Research and Teacher Education (2014).

1 Introduction.- Section 1 Becoming a Teacher: Teacher Education and Professionalism.- 2 Developing the thoughtful practitioner.- 3 Variations in the Conditions for Teachers' Professional Learning and Development: Teacher Development, Retention and Renewal over a Career.- 4 Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge.- 5 A role of doing philosophy in a Humanistic approach to teacher education.- 6 The development of accomplished teaching.- Section 2 Initial Teacher Education.- 7 Towards a principled approach for school-based teacher educators: Lessons from research.- 8 The Strathclyde Literacy Clinic: Developing student teacher values, knowledge and identity as inclusive practitioners.- 9 You teach who you are until the Government comes to Class: A study of 28 Literacy teacher educators in four countries.- 10 Clinical Practice in Education: Towards a Conceptual Framework.- 11 Initial Teacher Education in Ireland: A Case Study.- 12 Doing harm to educational knowledge: The struggle over teacher education in Sweden and Norway.- 13 The pre-service education of disability pedagogues in Norway: Maximising social pedagogic ambition.- Section 3 Teacher Education, Partnerships and Collaboration.- 14 Repositioning, embodiment and the experimental space: Refiguring student-teacher partnerships in teacher education.- 15 Redesigning Authentic Collaborative Practicum Partnerships: Learnings from case studies form two New Zealand Universities.- 16 Researching the intersection of program supervision and field placements: Interactional Ethnographic telling cases of reflexive decision-making process.- 17 Networked teaching and learning for life-long professional development.- 18 Teacher agency and professional learning communities: What can learning rounds in Scotland teach us?.- 19 Supporting mentoring and assessment in practicum settings: A new professional development approach for school-based teacher educators.- 20 The possibilities for practitioner and organizational learning offered by a school-university research partnership.- 21 A QUEST for sustainable continuing professional development.- Section 4 Global Education Reform and Teacher Education.- 22 Teachers, curriculum and the neoliberal imaginary of education.- 23 Re-casting teacher effectiveness approaches to teacher education.- 24 The paradox of teacher agency in a glocalised world.- 25 The Marketization of Teacher Education: Threat or Opportunity?.- 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of 'Successful Girls'.- 27 Helping teachers and school leaders to become extra-critical of global education reform.- Section 5 Teacher Education as a Public Good.- 28 Quality of Education and the Poor: Constraints on Learning.- 29 The Future of Teacher Education: Evidence, Competence or Wisdom?.- 30 Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education.- 31 Teacher education, researchand migrant children.- 32 Reforming teacher education in England: 'An economy of discourses of truth'.- 33 Teacher educators' responsibility to prepare candidates for classroom realities.- 34 Complexity and Learning: Implications for Teacher Education.- 35 The prevailing logic of teacher education: Privileging the practical in Australia, England and Scotland.- Section 6 Research, Institutional Evaluation and Evidence-based Research.- 36 On the role of philosophical work in research in teacher education.- 37 Relational Expertise: A cultural-historical approach to teacher education.- 38 Researching teacher education policy: A case study from Scotland.- 39 Researching practice as education and reform.- 40 Representing teaching within high-stakes teacher performance assessments.- 41 Research and the undermining of teacher education.- 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education.- 43 The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action Now: Classroom Ready Teachers.- 44 Educating the educators: Policies and initiatives in European teacher education.- 45 Making connections in the UK and Australia: Research, teacher education and educational improvement.- Section 7 Pedagogy in Action.- 46 'If I could not make a difference why would I be a teacher?' Teaching English as an Additional Language and the quest for social justice.- 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching and English Language Learners.- 48 University coursework and school experience: The challenge to amalgamate learning.- 49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda.- 50 Theorising teacher practice with technology: Implications for teacher education research.- 51 Capturing Science PCK through Students' experiences.- 52 Teacher sense-making in school based curriculum development through critical collaborative professional enquiry.- 53 Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education.- 54 Conquering content: A key to promoting self-efficacy in primary science teaching.- 55 Mentoring of Newly Qualified Teachers in the Educational Sense.- 56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a pan-European collaboration.