The Palgrave Handbook of Teacher Education Research

lt;b>Ian Menter is Emeritus Professor of Teacher Education at the University of Oxford, UK, and former Director of Professional Programmes in the Department of Education. He is a Fellow of the Academy of Social Sciences in the UK and was President of the British Educational Research Association (BERA), 2013-15.

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

Section 1: The Supply, Recruitment and Retention of TeachersChapter 1. Teacher Quality and Teacher SupplyChapter 2. The Use of Emergency Measures in Times of CrisisChapter 3. Diversification of Entry RoutesChapter 4. Time and Place: The History of Geography of Teacher Recruitment and Retention Chapter 5. Teacher Mobility in the 21st Century Chapter 6. Flexibilisation of the Teaching Workforce Chapter 7. Temporary Teachers 
Section 2: Pre-service Teacher Education Chapter 8. The Meaning of Partnership in ITEChapter 9. New Technologies in Teacher EducationChapter 10. Employment-based RoutesChapter 11. New Approaches to MentoringChapter 12. The University and Teacher EducationChapter 13. Teacher Learning in ITEChapter 14. Forms of Knowledge in Teacher EducationChapter 15. The ITE Curriculum and Standards in Teacher EducationChapter 16. Assessment and Feedback in ITE
Section 3: Continuing Professional DevelopmentChapter 17.Teacher InductionChapter 18. Developing Accomplished TeachersChapter 19. The Use of e-PortfoliosChapter 20.Changing Professional Development Needs over a Teacher's CareerChapter 21. Work-based professional learningChapter 22. Education Reform and In-Service Education for Teachers
Section 4: Teacher Education for LeadershipChapter 23. Teacher Leadership in the ClassroomChapter 24. Teacher Leadership in the SchoolChapter 25. Standards for School Headship/PrincipalshipChapter 26. Middle Leaders in the SchoolChapter 27. External Change Agents in Professional Development
Section 5: Teacher Identity and ProfessionalismChapter 28. Reshaping teacher professionalismChapter 29. The Lifelong Continuum of Teacher DevelopmentChapter 30. Values in Teaching--Differing ApproachesChapter 31. Fender and Ethnicity and Teachers' IdentityChapter 32. Models of Teaching - from Effective to TransformationalChapter 33. Teaching Subjects or Children/Young people?

Section 6: Comparative Studies in Teacher EducationChapter 34. Multi-national Studies in Teaching and Teacher EducationChapter 35. Teacher Education Reform in Central and Eastern EuropeChapter 36. Sociocultural Approaches in Comparative Studies of Teacher EducationChapter 37. The History of Comparative Education Studies in Teaching and Teacher EducationChapter 38. The Impact of the Bologna Process across European Teacher Education

Section 7: Policy Studies in Teacher EducationChapter 39. Poverty, Equity, Social Justice and Teacher EducationChapter 40. Intersectionality in Teacher EducationChapter 41. Teacher Education, the Media and PoliticsChapter 42. Teacher Education as an Instrument of Development Chapter 43. Globalisation and Teacher EducationChapter 44. School Improvement and Teacher EducationChapter 45. Teacher Unions and Professional Bodies