D. Jean Clandinin, PhD, is a professor and founding director of the Centre for Research for Teacher Education and Development at the University of Alberta. She is the author of many books and articles about teacher knowledge, narrative inquiry, and curriculum studies. Her recent studies are narrative inquiries into the experiences of youth who leave school early, early career teacher attrition, the experiences of youth and families of Aboriginal heritage, and the experiences of the professional learning of school administrators.

For the further development of teacher education, the editors have tapped the wisdom of a core group of scholars from different parts of the world for this impressive two-volume collection on the state of the art of a complex and contentious field of study. The themes of the Handbook are thoughtfully framed under the concept of learning – learning to become and learning to embrace responsibilities of being a teacher. Its contents illuminate the enduring puzzles in teacher education with cutting-edge knowledge unearthed from research. With foresight to guide future inquiry, the Handbook will be a key reference for specialists in teacher education and teacher studies, and is highly recommended to all those who are interested in educational inquiry.

• 01 Mapping an international handbook of research in and for teacher education - Jean Clandinin & Jukka HusuSECTION I Mapping the landscape of teacher education02 Philosophy in research on teacher education: An onto-ethical turn - Jerry Rosiek & Tristan Gleason03 Teacher education: A historical overview - Wendy Robinson04 The quest for quality and the rise of accountability systems in teacher education - Maria Teresa Tatto & Jerry Pippin05 Teacher education programs: A systems view - Rose Dolan06 The continuum of pre-service and in-service teacher education - Clare Kosnik & Clive Beck07 What we know we don’t know about teacher education - Gavin BrownSECTION II Learning teacher identity in teacher education08 Connecting teacher identity formation to patterns in teacher learning - Jan Vermunt, Maria Vrikki, Paul Warwick & Neil Mercer09 Developing teacher identity through situated cognition approaches to teacher education - Sue Cherrington10 Developing the personal and professional in making a teacher identity - Douwe Beijaard & Paulien Meijer11 Identity making at the intersections of teacher and subject matter expertise - Francine Peterman12 Teacher Education as a creative space for the making of teacher identity - Beverly E. Cross13 Developing an activist teacher identity through teacher education - Celia Oyler, Jenna Morvay & Florence SullivanSection III Learning teacher agency in teacher education14 Shaping agency through theorizing and practicing teaching in teacher education - Effie Maclellan15 The dialectic of person and practice: How cultural-historical accounts of agency can inform teacher education - Anne Edwards16 The impact of social theories on agency in teacher education - Ryan Flessner & Katherina Payne 17 Narrative theories and methods in learning, developing, and sustaining teacher agency - Janice Huber & Ji-Sook Yeom18 Unsettling habitual ways of teacher education through ‘post-theories’ of teacher agency - Lisa Loutzenheiser & Kal HeerSECTION IV Learning moral and ethical responsibilities of teaching in teacher education19 Teacher beliefs and the moral work of teaching in teacher education - Matthew Sanger20 Developing teachers’ capacity for moral reasoning and imagination in teacher education - Alison Cook-Sather & Kira Baker-Doyle21 Disrupting oppressive views and practices through critical teacher education: turning to post-structuralist ethics - Mark Boylan22 Developing teachers cognitive strategies of promoting moral reasoning and behavior in teacher education - Luciano Gasser & Wolfgang Althof23 Strengthening socio-cultural ways of learning moral reasoning and behavior in teacher education - Robert Thornberg24 The moral work of teaching: A virtue-ethics approach to teacher education - Sandra CookeSECTION V: Learning to negotiate social, political, and cultural responsibilities of teaching in teacher education25 Micropolitics in the education of teachers: Power, negotiation, and professional development - Geert Kelchtermans & Eline Vanassche26 Teachers learning about themselves through learning about ′others′ - Mary Louise Gomez & Amy Johnson Lachuk27 A decolonial alternative to critical approaches to multicultural and intercultural teacher education - Michael Vavrus28 Recruitment and retention of traditionally underrepresented students in teacher education - Roland Mitchell, Sara C. Wooten, Kerii Landry-Thomas and Chaunda A. MitchellSECTION VI Learning Through Pedagogies in Teacher Education29 Developmental learning approaches to teaching: Stages of epistemological thinking and professional expertise - Juan Jose Mena Marcos, Paul Hennissen & John Loughran30 A foundation for effective teacher education: Teacher education pedagogy based on situated learning - Fred Korthagen31 Constructivist learning theories in teacher education programmes: A pedagogical perspective - Gary Harfitt & Cheri Chan32 Developing pre-service teachers′ pedagogical content knowledge - Jan van Driel & Amanda Berry33 Learning and teaching with technology: Technological pedagogy and teacher practice - Doron Zinger, Tamara Tate & Mark Warschauer34 Teacher education pedagogies based on critical approaches: Learning to challenge and change prevailing educational practices - Viv Ellis & Meg Maguire35 Culturally relevant teacher education pedagogical approaches - Joanne Reid & Jae MajorSECTION VII Learning the contents of teaching in teacher education36 Teacher education in English as an additional language, English as a foreign language and the English language arts - Xu Quan, Yi Li & Simmee Chung37 Teacher education in social studies and civic education - Wing On Lee & Maria Manzon38 The political shaping of teacher education in the STEM areas - Tony Brown39 Research for Physical Education Teacher Education - Lee Schaefer, Shaun Murphy & Lisa Hunter40 The creative arts and teacher education - Robyn Ewing41 Teacher education in religious education - Andrew Wright & Elina Wright42 Teacher education in technical vocational education and training - Bonnie Watt-Malcolm43 The curriculum of early childhood and lower primary teacher education: A five-nation research perspective - Bob Bullough & Kendra Hall-Kenyon44 Teacher education in inclusive education - Kirsi Tirri & Sonja LaineSECTION VIII Learning professional competencies in teacher education and throughout the career45 Understanding the development of teachers’ professional competencies as personally, situationally and socially determined - Sigrid Blömeke & Gabriele Kaiser46 Teacher’s professional and pedagogical competencies: A complex divide between teacher’s work, teacher knowledge and teacher education - Auli Toom47 Developing teachers’ competences with the focus on adaptive expertise in teaching - Jan van Tartwijk, Rozanne Zwart & Theo Wubbels48 Evolution of research on teachers’ planning: implications for teacher education - Elaine Munthe & Paul Conway49 Developing teacher competences from a situated cognition perspective - Sue Catherine O’Neill50 Critical approaches in making new space for teacher competencies - Monica Miller Marsh & Dan CastnerSECTION IX Learning with and from assessments in teacher education51 Filtering functions of assessment for selection into initial teacher education programs - Robert Klassen, Tracy Durksen, Fiona Patterson & Emma Rowett52 Summative assessment in teacher education - Jeanne Maree Allen53 Formative assessment in teacher education - Susan Brookhart54 Teacher assessment from pre-service through in-service teaching - Mistilina Sato & Sara Kemper55 Functions of assessment in socio-cultural teacher education approaches - Bronwen Cowie & Beverley Cooper56 Functions of learning-centred/person-centred approaches to assessment in teacher education - Surette van Staden & Brigitte Smit57 Functions of assessment in social justice teacher education approaches - Valerie FarnsworthSECTION X The education and learning of teacher educators58 Defining teacher educators: international perspectives and contexts - Jean Murray59 A quest for teacher educator work - Robert Kleinsasser60 Professional learning and development of teacher educators - Linor Hadar & David Brody61 The promise of the particular in research with teacher educators - Stefinee Pinnegar & Mary Lynn Hamilton62 Adapting to the virtual campus and transitions in ‘school-less’ teacher education - Craig Deed63 Multiple voices and participants in teacher education - Katherina Payne & Ken Zeichner64 The role of policy as a shaping influence on teacher education and teacher educators: Neoliberalism and its forms - Beatrice Avalos & Paula Razquin65 Globalization and teacher education - Lynn Paine, Aydarova & Iwan Syahril66 Research in indigenizing teacher education - Florence Glanfield & Brooke MaddenSECTION XII: A reflective turn67 Pushing boundaries for research in teacher education: Making teacher education matter - Jean Clandinin & Jukka Husu

D. Jean Clandinin, PhD, is a professor and founding director of the Centre for Research for Teacher Education and Development at the University of Alberta. She is the author of many books and articles about teacher knowledge, narrative inquiry, and curriculum studies. Her recent studies are narrative inquiries into the experiences of youth who leave school early, early career teacher attrition, the experiences of youth and families of Aboriginal heritage, and the experiences of the professional learning of school administrators.

For the further development of teacher education, the editors have tapped the wisdom of a core group of scholars from different parts of the world for this impressive two-volume collection on the state of the art of a complex and contentious field of study. The themes of the Handbook are thoughtfully framed under the concept of learning – learning to become and learning to embrace responsibilities of being a teacher. Its contents illuminate the enduring puzzles in teacher education with cutting-edge knowledge unearthed from research. With foresight to guide future inquiry, the Handbook will be a key reference for specialists in teacher education and teacher studies, and is highly recommended to all those who are interested in educational inquiry.

• 01 Mapping an international handbook of research in and for teacher education - Jean Clandinin & Jukka HusuSECTION I Mapping the landscape of teacher education02 Philosophy in research on teacher education: An onto-ethical turn - Jerry Rosiek & Tristan Gleason03 Teacher education: A historical overview - Wendy Robinson04 The quest for quality and the rise of accountability systems in teacher education - Maria Teresa Tatto & Jerry Pippin05 Teacher education programs: A systems view - Rose Dolan06 The continuum of pre-service and in-service teacher education - Clare Kosnik & Clive Beck07 What we know we don’t know about teacher education - Gavin BrownSECTION II Learning teacher identity in teacher education08 Connecting teacher identity formation to patterns in teacher learning - Jan Vermunt, Maria Vrikki, Paul Warwick & Neil Mercer09 Developing teacher identity through situated cognition approaches to teacher education - Sue Cherrington10 Developing the personal and professional in making a teacher identity - Douwe Beijaard & Paulien Meijer11 Identity making at the intersections of teacher and subject matter expertise - Francine Peterman12 Teacher Education as a creative space for the making of teacher identity - Beverly E. Cross13 Developing an activist teacher identity through teacher education - Celia Oyler, Jenna Morvay & Florence SullivanSection III Learning teacher agency in teacher education14 Shaping agency through theorizing and practicing teaching in teacher education - Effie Maclellan15 The dialectic of person and practice: How cultural-historical accounts of agency can inform teacher education - Anne Edwards16 The impact of social theories on agency in teacher education - Ryan Flessner & Katherina Payne 17 Narrative theories and methods in learning, developing, and sustaining teacher agency - Janice Huber & Ji-Sook Yeom18 Unsettling habitual ways of teacher education through ‘post-theories’ of teacher agency - Lisa Loutzenheiser & Kal HeerSECTION IV Learning moral and ethical responsibilities of teaching in teacher education19 Teacher beliefs and the moral work of teaching in teacher education - Matthew Sanger20 Developing teachers’ capacity for moral reasoning and imagination in teacher education - Alison Cook-Sather & Kira Baker-Doyle21 Disrupting oppressive views and practices through critical teacher education: turning to post-structuralist ethics - Mark Boylan22 Developing teachers cognitive strategies of promoting moral reasoning and behavior in teacher education - Luciano Gasser & Wolfgang Althof23 Strengthening socio-cultural ways of learning moral reasoning and behavior in teacher education - Robert Thornberg24 The moral work of teaching: A virtue-ethics approach to teacher education - Sandra CookeSECTION V: Learning to negotiate social, political, and cultural responsibilities of teaching in teacher education25 Micropolitics in the education of teachers: Power, negotiation, and professional development - Geert Kelchtermans & Eline Vanassche26 Teachers learning about themselves through learning about ′others′ - Mary Louise Gomez & Amy Johnson Lachuk27 A decolonial alternative to critical approaches to multicultural and intercultural teacher education - Michael Vavrus28 Recruitment and retention of traditionally underrepresented students in teacher education - Roland Mitchell, Sara C. Wooten, Kerii Landry-Thomas and Chaunda A. MitchellSECTION VI Learning Through Pedagogies in Teacher Education29 Developmental learning approaches to teaching: Stages of epistemological thinking and professional expertise - Juan Jose Mena Marcos, Paul Hennissen & John Loughran30 A foundation for effective teacher education: Teacher education pedagogy based on situated learning - Fred Korthagen31 Constructivist learning theories in teacher education programmes: A pedagogical perspective - Gary Harfitt & Cheri Chan32 Developing pre-service teachers′ pedagogical content knowledge - Jan van Driel & Amanda Berry33 Learning and teaching with technology: Technological pedagogy and teacher practice - Doron Zinger, Tamara Tate & Mark Warschauer34 Teacher education pedagogies based on critical approaches: Learning to challenge and change prevailing educational practices - Viv Ellis & Meg Maguire35 Culturally relevant teacher education pedagogical approaches - Joanne Reid & Jae MajorSECTION VII Learning the contents of teaching in teacher education36 Teacher education in English as an additional language, English as a foreign language and the English language arts - Xu Quan, Yi Li & Simmee Chung37 Teacher education in social studies and civic education - Wing On Lee & Maria Manzon38 The political shaping of teacher education in the STEM areas - Tony Brown39 Research for Physical Education Teacher Education - Lee Schaefer, Shaun Murphy & Lisa Hunter40 The creative arts and teacher education - Robyn Ewing41 Teacher education in religious education - Andrew Wright & Elina Wright42 Teacher education in technical vocational education and training - Bonnie Watt-Malcolm43 The curriculum of early childhood and lower primary teacher education: A five-nation research perspective - Bob Bullough & Kendra Hall-Kenyon44 Teacher education in inclusive education - Kirsi Tirri & Sonja LaineSECTION VIII Learning professional competencies in teacher education and throughout the career45 Understanding the development of teachers’ professional competencies as personally, situationally and socially determined - Sigrid Blömeke & Gabriele Kaiser46 Teacher’s professional and pedagogical competencies: A complex divide between teacher’s work, teacher knowledge and teacher education - Auli Toom47 Developing teachers’ competences with the focus on adaptive expertise in teaching - Jan van Tartwijk, Rozanne Zwart & Theo Wubbels48 Evolution of research on teachers’ planning: implications for teacher education - Elaine Munthe & Paul Conway49 Developing teacher competences from a situated cognition perspective - Sue Catherine O’Neill50 Critical approaches in making new space for teacher competencies - Monica Miller Marsh & Dan CastnerSECTION IX Learning with and from assessments in teacher education51 Filtering functions of assessment for selection into initial teacher education programs - Robert Klassen, Tracy Durksen, Fiona Patterson & Emma Rowett52 Summative assessment in teacher education - Jeanne Maree Allen53 Formative assessment in teacher education - Susan Brookhart54 Teacher assessment from pre-service through in-service teaching - Mistilina Sato & Sara Kemper55 Functions of assessment in socio-cultural teacher education approaches - Bronwen Cowie & Beverley Cooper56 Functions of learning-centred/person-centred approaches to assessment in teacher education - Surette van Staden & Brigitte Smit57 Functions of assessment in social justice teacher education approaches - Valerie FarnsworthSECTION X The education and learning of teacher educators58 Defining teacher educators: international perspectives and contexts - Jean Murray59 A quest for teacher educator work - Robert Kleinsasser60 Professional learning and development of teacher educators - Linor Hadar & David Brody61 The promise of the particular in research with teacher educators - Stefinee Pinnegar & Mary Lynn Hamilton62 Adapting to the virtual campus and transitions in ‘school-less’ teacher education - Craig Deed63 Multiple voices and participants in teacher education - Katherina Payne & Ken Zeichner64 The role of policy as a shaping influence on teacher education and teacher educators: Neoliberalism and its forms - Beatrice Avalos & Paula Razquin65 Globalization and teacher education - Lynn Paine, Aydarova & Iwan Syahril66 Research in indigenizing teacher education - Florence Glanfield & Brooke MaddenSECTION XII: A reflective turn67 Pushing boundaries for research in teacher education: Making teacher education matter - Jean Clandinin & Jukka Husu

D. Jean Clandinin, PhD, is a professor and founding director of the Centre for Research for Teacher Education and Development at the University of Alberta. She is the author of many books and articles about teacher knowledge, narrative inquiry, and curriculum studies. Her recent studies are narrative inquiries into the experiences of youth who leave school early, early career teacher attrition, the experiences of youth and families of Aboriginal heritage, and the experiences of the professional learning of school administrators.

For the further development of teacher education, the editors have tapped the wisdom of a core group of scholars from different parts of the world for this impressive two-volume collection on the state of the art of a complex and contentious field of study. The themes of the Handbook are thoughtfully framed under the concept of learning – learning to become and learning to embrace responsibilities of being a teacher. Its contents illuminate the enduring puzzles in teacher education with cutting-edge knowledge unearthed from research. With foresight to guide future inquiry, the Handbook will be a key reference for specialists in teacher education and teacher studies, and is highly recommended to all those who are interested in educational inquiry.

• 01 Mapping an international handbook of research in and for teacher education - Jean Clandinin & Jukka HusuSECTION I Mapping the landscape of teacher education02 Philosophy in research on teacher education: An onto-ethical turn - Jerry Rosiek & Tristan Gleason03 Teacher education: A historical overview - Wendy Robinson04 The quest for quality and the rise of accountability systems in teacher education - Maria Teresa Tatto & Jerry Pippin05 Teacher education programs: A systems view - Rose Dolan06 The continuum of pre-service and in-service teacher education - Clare Kosnik & Clive Beck07 What we know we don’t know about teacher education - Gavin BrownSECTION II Learning teacher identity in teacher education08 Connecting teacher identity formation to patterns in teacher learning - Jan Vermunt, Maria Vrikki, Paul Warwick & Neil Mercer09 Developing teacher identity through situated cognition approaches to teacher education - Sue Cherrington10 Developing the personal and professional in making a teacher identity - Douwe Beijaard & Paulien Meijer11 Identity making at the intersections of teacher and subject matter expertise - Francine Peterman12 Teacher Education as a creative space for the making of teacher identity - Beverly E. Cross13 Developing an activist teacher identity through teacher education - Celia Oyler, Jenna Morvay & Florence SullivanSection III Learning teacher agency in teacher education14 Shaping agency through theorizing and practicing teaching in teacher education - Effie Maclellan15 The dialectic of person and practice: How cultural-historical accounts of agency can inform teacher education - Anne Edwards16 The impact of social theories on agency in teacher education - Ryan Flessner & Katherina Payne 17 Narrative theories and methods in learning, developing, and sustaining teacher agency - Janice Huber & Ji-Sook Yeom18 Unsettling habitual ways of teacher education through ‘post-theories’ of teacher agency - Lisa Loutzenheiser & Kal HeerSECTION IV Learning moral and ethical responsibilities of teaching in teacher education19 Teacher beliefs and the moral work of teaching in teacher education - Matthew Sanger20 Developing teachers’ capacity for moral reasoning and imagination in teacher education - Alison Cook-Sather & Kira Baker-Doyle21 Disrupting oppressive views and practices through critical teacher education: turning to post-structuralist ethics - Mark Boylan22 Developing teachers cognitive strategies of promoting moral reasoning and behavior in teacher education - Luciano Gasser & Wolfgang Althof23 Strengthening socio-cultural ways of learning moral reasoning and behavior in teacher education - Robert Thornberg24 The moral work of teaching: A virtue-ethics approach to teacher education - Sandra CookeSECTION V: Learning to negotiate social, political, and cultural responsibilities of teaching in teacher education25 Micropolitics in the education of teachers: Power, negotiation, and professional development - Geert Kelchtermans & Eline Vanassche26 Teachers learning about themselves through learning about ′others′ - Mary Louise Gomez & Amy Johnson Lachuk27 A decolonial alternative to critical approaches to multicultural and intercultural teacher education - Michael Vavrus28 Recruitment and retention of traditionally underrepresented students in teacher education - Roland Mitchell, Sara C. Wooten, Kerii Landry-Thomas and Chaunda A. MitchellSECTION VI Learning Through Pedagogies in Teacher Education29 Developmental learning approaches to teaching: Stages of epistemological thinking and professional expertise - Juan Jose Mena Marcos, Paul Hennissen & John Loughran30 A foundation for effective teacher education: Teacher education pedagogy based on situated learning - Fred Korthagen31 Constructivist learning theories in teacher education programmes: A pedagogical perspective - Gary Harfitt & Cheri Chan32 Developing pre-service teachers′ pedagogical content knowledge - Jan van Driel & Amanda Berry33 Learning and teaching with technology: Technological pedagogy and teacher practice - Doron Zinger, Tamara Tate & Mark Warschauer34 Teacher education pedagogies based on critical approaches: Learning to challenge and change prevailing educational practices - Viv Ellis & Meg Maguire35 Culturally relevant teacher education pedagogical approaches - Joanne Reid & Jae MajorSECTION VII Learning the contents of teaching in teacher education36 Teacher education in English as an additional language, English as a foreign language and the English language arts - Xu Quan, Yi Li & Simmee Chung37 Teacher education in social studies and civic education - Wing On Lee & Maria Manzon38 The political shaping of teacher education in the STEM areas - Tony Brown39 Research for Physical Education Teacher Education - Lee Schaefer, Shaun Murphy & Lisa Hunter40 The creative arts and teacher education - Robyn Ewing41 Teacher education in religious education - Andrew Wright & Elina Wright42 Teacher education in technical vocational education and training - Bonnie Watt-Malcolm43 The curriculum of early childhood and lower primary teacher education: A five-nation research perspective - Bob Bullough & Kendra Hall-Kenyon44 Teacher education in inclusive education - Kirsi Tirri & Sonja LaineSECTION VIII Learning professional competencies in teacher education and throughout the career45 Understanding the development of teachers’ professional competencies as personally, situationally and socially determined - Sigrid Blömeke & Gabriele Kaiser46 Teacher’s professional and pedagogical competencies: A complex divide between teacher’s work, teacher knowledge and teacher education - Auli Toom47 Developing teachers’ competences with the focus on adaptive expertise in teaching - Jan van Tartwijk, Rozanne Zwart & Theo Wubbels48 Evolution of research on teachers’ planning: implications for teacher education - Elaine Munthe & Paul Conway49 Developing teacher competences from a situated cognition perspective - Sue Catherine O’Neill50 Critical approaches in making new space for teacher competencies - Monica Miller Marsh & Dan CastnerSECTION IX Learning with and from assessments in teacher education51 Filtering functions of assessment for selection into initial teacher education programs - Robert Klassen, Tracy Durksen, Fiona Patterson & Emma Rowett52 Summative assessment in teacher education - Jeanne Maree Allen53 Formative assessment in teacher education - Susan Brookhart54 Teacher assessment from pre-service through in-service teaching - Mistilina Sato & Sara Kemper55 Functions of assessment in socio-cultural teacher education approaches - Bronwen Cowie & Beverley Cooper56 Functions of learning-centred/person-centred approaches to assessment in teacher education - Surette van Staden & Brigitte Smit57 Functions of assessment in social justice teacher education approaches - Valerie FarnsworthSECTION X The education and learning of teacher educators58 Defining teacher educators: international perspectives and contexts - Jean Murray59 A quest for teacher educator work - Robert Kleinsasser60 Professional learning and development of teacher educators - Linor Hadar & David Brody61 The promise of the particular in research with teacher educators - Stefinee Pinnegar & Mary Lynn Hamilton62 Adapting to the virtual campus and transitions in ‘school-less’ teacher education - Craig Deed63 Multiple voices and participants in teacher education - Katherina Payne & Ken Zeichner64 The role of policy as a shaping influence on teacher education and teacher educators: Neoliberalism and its forms - Beatrice Avalos & Paula Razquin65 Globalization and teacher education - Lynn Paine, Aydarova & Iwan Syahril66 Research in indigenizing teacher education - Florence Glanfield & Brooke MaddenSECTION XII: A reflective turn67 Pushing boundaries for research in teacher education: Making teacher education matter - Jean Clandinin & Jukka Husu