The Palgrave Handbook of Teacher Education Research

Description

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. Preface The Significance of Teacher Education The Development of Teacher Education Research The Impact of the Global Pandemic Peace and Security The Handbook Contents About the Editor-in-Chief Section Editors Contributors Part I: Introduction 1 Teacher Education Research in the Twenty-First Century Introduction Precept 1: ``By Their Teacher Education ye Shall Know Them´´ Precept 2: Context Matters - History, Culture, and Politics Precept 3: In Tension - Research, Policy, and Practice The Significance of Teacher Education Research in the Twenty-First Century Relationships Between Teacher Education and Research Key Themes in Teacher Education Research Methodologies in Teacher Education Research The Structure of this Handbook Conclusion Cross-References References Part II: The Supply, Recruitment, and Retention of Teachers 2 The Supply, Recruitment, and Retention of Teachers Introduction The Teacher Gap Policy Options and Tools Financial Incentives Changes to the Level of Pay Changes to Pay Structure Teachers´ Work Lives Occupational Appeal and Turnover Teacher Retention and Job Quality Summary Cross-References References 3 Teacher Quality: The Preparation, and Utilization of Teachers in Sub-Saharan Africa Introduction Background: Access, Quality, and Teachers The Life Cycle of a Teacher The Politics of School Reform Practices in SSA Method Percentage of the Education Budget Allocated to Teacher Education Financial Support to Student Teachers Selection into ITE Qualifications Course Content The Practicum Early Work Experience and Induction License to Practice Performance Management Continuous Professional Development (CPD) Promotion Conclusion Cross-References References 4 Rethinking the Complex Determinants of Teacher Shortages Introduction to the Problem Secondary Data Analysis and Policy Documentary Analysis Factors Influencing Teacher Demand Factors Influencing Teacher Supply Survey of Undergraduates Characteristics of Potential Teachers How are Potential Teachers Different from Non-teachers in their Choice of Career? What Are the Important Influencing Factors? Systematic Review Search Strategy Screening Data Extraction Synthesizing the Evidence Most Promising Approaches for Attracting Teachers Most Promising Approaches to Retain Teachers Conclusion References 5 Standardized Testing as a Gatekeeping Mechanism for Teacher Quality Introduction Gatekeeping Gatekeeping in Teacher Education A Focus on Inputs: Gatekeeping Tests as a Solution to the Teacher Quality Problem An Australian Case: The Literacy and Numeracy Test for Initial Teacher Education (LANTITE) Analyzing Teacher Education Policy: The Politics of Policy Framework The Introduction of the LANTITE LANTITE in Practice The Impact of LANTITE: Substantive Educational Reform? Conclusion: Challenges and Opportunities Summary References 6 Stayers: In the Long Run. A Comparative Study of Retention in Two Swedish Teacher Generations Introduction Background Research Questions The Study Context Results A Large Proportion of the First Period of Working in the Profession Is Spent on Working Within the Educational Sector Who Stays, Who Goes Simply a Random Harvest? Confidence in the Future From Intent to Action What Makes Teachers Want to Remain? What Makes Teachers Hesitate? What Would Cause Those Who Have Left to Return? Discussion References 7 Newly Arrived Migrant Teachers and the Challenges of Reentering Work: Introduction to the Swedish Teaching System Introduction Sweden - The Fast Track Education Context and Background Background to our Study Language Language During the Fast Track Education Experiences in Schools Recognition of Skills Teacher Practices Respect Values Labor Market Formal obstacles Formal and Informal Ways into Work Social Networks Conclusion References 8 Educational Isolation and the Challenge of ``Place´´ for Securing and Sustaining a Quality Teacher Supply Introduction Educational Isolation The Notion of Quality in Teaching Challenges for Securing Quality Teacher Supply (Teacher Recruitment) Challenges for Sustaining Quality Teacher Supply (Teacher Retention) Conclusion and Recommendations Recommendation 1 Collaboration and Partnership Recommendation 2 Targeted Resources Cross-References References 9 Reshaping the Teaching Profession: Patterns of Flexibilization, Labor Market Dynamics, and Career Trajectories in England Introduction Flexibilization of the Teaching Workforce The (Limited) Use of External Flexibility: Constraints on the Hiring of Unqualified Teachers The Internal Flexibilization of the ``Core´´ Workforce: Toward the Erosion of Standard Employment? Embeddedness of Labor Markets for Teachers (New) Organizational Infrastructures and Internal Labor Markets Patterns of Teachers´ Careers and Forms of Career Commitments Committing to the Profession: Vocational and Subject Specialist Careers Committing to an Organization: Corporate and Accidental Careers Committing to the Enterprising Self: Strategic Careers and Open Careers Discussion Annex 1 Types of embedded movements Annex 2 ERGM Results. Models A and B, respectively, correspond to Models 2 and 3 in Sarazin et al. (In Preparation) References Part III: Pre-service Teacher Education 10 Initial Teacher Education: The Opportunities and Problems Inherent in Partnership Working Introduction Different Models of Partnership Why Does This Matter? Why Is This Such a Challenge? Where Are Examples of More Fully Integrated Partnership Working to Be Found? Conclusion Summary Cross-References References 11 Developing a ``Research Literacy Way of Thinking´´ in Initial Teacher Education: Students as Co-researchers Introduction Key Construct: Research Literacy Research Literacy as Consumption of Research Research Literacy as Engagement with and in Research Toward a Theoretical Understanding: Research Literacy as Competence Competence as Continuum Dispositions Situation-Specific Cognitive Skills Performance Level Moving Towards Research Literacy as Competence Empirical Lens to Research Literacy Teacher Education at the University of Oslo The Co-research Model Model 1. Co-research as Formative Assessment Model 2. Co-research in University Seminars Model 3. Co-research as Data Collection Model 4. Co-research in Dissertations Summary: A Research Literacy Way of Thinking Cross-References References 12 School-Based Teacher Educators: Understanding Their Identity, Role, and Professional Learning Needs as Dual Professionals Introduction School-Based Teacher Educators as Dual Professionals? Redefining a New Group of Teacher Educator: A Blurring of Terms Shifting Policy and the Sites of Learning to Teach: Implications for SBTEs School-Based Teacher Educators´ Professional Knowledge and Identity Construction Empirical Studies of School-Based Teacher Educators´ Knowledge and Identity Knowledge About Teacher Education Research School-Based Teacher Educators´ Learning, Including Their Professional Learning Needs Challenges for School-Based Teacher Educators Implications and Further Directions for Research References 13 Universities, Research, and Initial Teacher Education in England and Wales: Taking the Long View Introduction Early History From McNair to Robbins The Reassertion of Control: Circular 3/84 and All That ITE and Professional Judgement New Labor, and a ``New Professionalism´´ for Teachers in England The Return of the Conservatives: The Fragmentation of a System The Reemergence of Research Wales: A Different View Conclusion References 14 Specialized Educational Knowledge and Its Role in Teacher Education Introduction: The Political Economy of Teacher Education Knowledge and Teaching: Assumptions Underpinning Forms of Teacher Education Distinguishing Between Forms of Education (al) Knowledge What Education (al) Knowledge Is Therefore Needed for Teacher Education? Challenges to Knowledge-Rich Teacher Education: Varied Grammar and Contested Recontextualization Concluding Remarks References 15 Towards Internationally Shared Principles of Quality Teacher Education: Across Finland, Hong Kong, and the United States Introduction Teacher Education in Finland Definitions and Indicators of Teacher Quality in the Finnish Context Research-Based Teacher Education Supporting Quality Teaching Lessons and Gaps Teacher Education in Hong Kong Definitions and Indicators of Teacher Quality What Does Research Say About Teacher Quality? Lessons and Gaps Teacher Education in the United States Definitions and Indicators of Teacher Quality What Does Research Say About Teacher Quality? Core Practices Culturally Sustaining Pedagogies Lessons and Gaps Towards Internationally Shared Principles of Quality Teacher Education Collaborative Curiosity Wholistic Self-Determination Equity Through Pluralism Summary Cross-References References 16 Assessment in HE Initial Teacher Education: Competing Contexts Discourses and the Unobtainable Pursuit for Fidelity Introduction The English HEI ITE System Competing Assessment Discourses The Development of Formative Assessment Competing Contexts Assessment Context 1: Higher Education Assessment Context 2: School Education Assessment Context 3: Initial Teacher Education Fidelity Across the Assessment Contexts Competing Identities: The Academic Versus the Professional Competing Measures of Quality/Performance Finding a Way Through Explicit Modeling Self-Regulation Critical Debate Conclusion Summary Cross-References References 17 The Uses and Abuses of ``Quality´´ in Teacher Education Policy Making Introduction The ITT Market Review in England Ways of Conceptualizing Quality The Market Review´s Claim for Quality Consistency The Core Content Framework Market Review Recommendations: Making the CCF the New ``Standard´´ A Particular Type of Evidence? Discussion: There Is No Alternative But There Is an Alternative References 18 Student Response Systems in Initial Teacher Education: A Scoping Review of Web-Based Applications Introduction Scoping Review Stage 1: Identifying the Research Question Stage 2: Identifying Relevant Studies Stage 3: Study Selection Stage 4: Charting the Data Stage 5: Summarizing and Reporting Findings Findings What SRSs Are Being Used in ITE, and What Terminology Is Being Used to Describe These Systems? What ITE Subjects Are These Systems Being Used in, and What ITE Levels Are They Being Used with? What Are the Research Objectives with Regard to Studies Investigating the Use of SRSs in ITE? What Research Methods and Approaches Are Used to Investigate the Use of SRSs in ITE? What Advantages and Benefits Are Reported in These Studies, and What Challenges and Limitations Were Found? Summary, Discussion, and Conclusion Cross-References References 19 The Many Meanings of Practice-Based Teacher Education: A Conceptualization of the Term Introduction Analytical Perspectives Four Approaches to Practice-Based Teacher Education Expertise Approach Implications for Teacher Education Reflective Approach Implications for Teacher Education Action-Research Approach Implications for Teacher Education Enactment Approach Implications for Teacher Education Summary Discussion Similarities and Differences Among Approaches Concerns over Practice-Based Teacher Education Implications for Teacher Education References Part IV: Continuing Professional Development 20 From Benign Neglect to Performative Accountability: Changing Policy and Practice in Continuing Professional Development for... Introduction The Rise of ``Teacher Quality´´ as a Policy Problem Standards and PLD as Solutions to the Teacher Quality Problem Teacher PLD and Transnational Education Policy: From Teachers Matter to TALIS 2018 Local Vernaculars of Teacher PLD Policy: Examples from England and Australia Conclusion: Shifting Priorities in Continuing Professional Development for Teachers References 21 Doubt, Skepticism, and Controversy in Professional Development Scholarship: Advancing a Critical Research Agenda Introduction Mainstream Scholarship and Critical Discourses A Critical Research Agenda for Professional Development The Search for Causality Conceptualization The Professional Development Process Conclusion: Unsettling the Professional Development Field´s Epistemic State References 22 An Inquiry into Teacher Agency and Professional Development: The Introduction of the Early Career Framework in England Introduction: An Inquiry into the Development of Agency Context: The Early Career Framework in England An Inquiry into the Agency of Early Career Teachers Theorizing Teacher Agency Mentor Agency in Relation to Professional Development Early Career Teacher Agency in Relation to Professional Development Agency in Relation to Issues in the World Conclusion: Agency as a Lens for Researching Professional Development Cross-References References 23 School-Based Teacher Educators: A Scottish Manifesto Introduction School-Based Teacher Educators: Conceptualizing the Role The Scottish Policy Context: An Overview What We Know About School-Based Teacher Educators in Scotland: From the Literature What We Know About School-Based Teacher Educators: From the Measuring Quality in Initial Teacher Education Project Demographics Key Findings What Do These Data Tell Us? A Manifesto References 24 Regulating and Reifying Teacher Professional Development: Teachers´ Learning under Global Policy Conditions Introduction Conceptualizing Teachers´ Professional Development Uunder Globalized Policy Conditions Theorizing the Reification and Regulation of Teacher Professional Development Regulation Through Scalecraft and Scrutiny Putting these Ideas to Work: Globalized PD Policy Processes in Context Queensland College of Teachers: CPD Requirements CPD Audit CPD Examples Education Queensland QCAA Globalizing PD Policy in Context: Audit, Accountability, Reification, and Regulation An Alternative: A Call for Complexity References 25 Continuing Professional Development: Negotiating the Zip Introduction CPD: Problematizing a Slippery Concept Learning Professional Learners Conceptualizing Context Impact on Practice: Actions and Thinking Metaphors We Learn By: Unraveling the Complexity of CPD Learning in Context: Zipping Reframing Professional Learning as Zipping Metaphor as Heuristic in Design, Enactment, and Study of CPD Exemplary Illustration: The Project School Policy on Equal Opportunities (SPEO) Metaphor Guiding Design and Pedagogy Metaphor Guiding the Study of CPD The Limits of the Zipper Metaphor The Micropolitics in CPD: Negotiating the Zip Reclaiming Professionalism Through CPD Getting Beyond Blueprint and Training Beyond Examples of Good Practice to Good Examples of Practice References 26 Postgraduate Research as a Vehicle for (Trans)forming Teachers´ Professional Development: Opportunities and Challenges Introduction Postgraduate Research: Mapping the Global Context Postgraduate Research as a Tool for Teacher Development: Insights from the Literature Background: Description of Three Key Studies Exploring PGR as a Form of TPD Postgraduate Research and Its Impact on TPD: Cross-National Lessons Drawn from the Authors´ Three Studies The Impact of PGR on TPD Factors Moderating the Impact of PGR on TPD Essential Themes Diagram PGR as a Vehicle of (Trans)forming TPD: From Promising Results to Development Prospects Conclusion References Part V: Teacher Education for Leadership 27 Teacher Leadership in the Classroom Introduction Teacher Education for Leadership What Is Teacher Leadership? Teacher Leadership: In and Beyond the Classroom Teacher Leadership in Russia Competence Model of a Class Teacher-Leader in a Russian School Goals, Tasks, and Functions of the Class Teacher Criteria for the Effectiveness of the Class Teacher The New Role of the Teacher-Leader: Class As a Project Class Leader Activity Vectors: Interaction Management Analysis Regional Implementation of the Project: The Experience of the University Partner School Learning for Leadership Conclusion References 28 Developing a Model of Establishing Receptivity to Teacher-Led Change in Schools Introduction Models of Leading Change Methodology Process of Data Collection Process of Data Analysis Stages in Establishing Receptivity to Teacher-Led Change Experimentation Persuasion Behavioral Modeling Trust Discussion on the Emergent Model of Establishing Receptivity to Teacher-Led Change Summary References 29 Middle Leaders in the Schools Introduction Researching Middle Leadership Middle Leaders in School: Mapping the Field Middle Leadership of Teaching and Learning Researching Multiple Perspectives on Middle Leadership Middle Leadership in the Primary School Middle Leading: The Practice of Middle Leadership Middle Leadership and Professional Learning Knowledge, Skills, and Abilities Required for Middle Leadership Approaches to Professional Learning Middle Leadership Teams Conclusions: Future Development in Research on Middle Leaders in School References 30 Standards for School Leadership and Principalship Introduction The International Positioning of Standards for Teaching and Teachers Tensions with Professional Standards for Teachers and School Leaders Standards for School Leadership: An Emerging Research Base Case Study: Developing Leadership at All Levels: The Scottish Standards Standards for Registration Standard for Career-Long Professional Learning Standards for Leadership Standards for School Leadership/Principalship and Leadership Development Learning from and Next Steps for the Development of Professional Standards Conclusion References 31 Laying the Foundations for Leadership: Research-Informed Teacher Education Introduction Research and Teacher Education: Where Are We Now? The Scottish Context of Teacher Education Structure of ITE in Scotland Research-Informed Teacher Education: Redesign and Reaccreditation Research-Informed Structure and Design Content Informed by Research-Based Knowledge and Scholarship Poverty and Child Poverty and Its Impact on Learning and Education: A Case Study Teachers and Teacher Educators Equipped to Engage with and Be Discerning Consumers of Research Teachers Equipped to Conduct Their Own Research Individually and Collectively Teacher Educators Equipped to Conduct Their Own Research Individually and Collectively: The Teacher Education Reading Group (T... Looking Ahead Summary Cross-References References 32 External Change Agents in Professional Learning: The Case of the General Teaching Council Scotland Introduction GTC Scotland: The Importance of Qualification An Independent GTC Scotland Being a Teacher in Scotland The Centrality of Professional Standards Code of Professionalism and Conduct (The Professional Code) Professional Update Complex and Complexity A ``Mature´´ Profession Toward Intelligent Accountabilities Professional Learning Communities of Practice and Networks Conclusion References Part VI: Teacher Identity and Professionalism 33 Anchoring Teacher Professional Learning and Development in Context: How Schools Enable Teachers to Thrive Introduction Teacher Quality Revisited: Values and Beliefs at the Core The Soulfulness of Quality: Teaching as a Vocation Psychological Functioning That Enhances Quality Effective Teacher Professional Development Revisited: A Consensus Defining Effective Professional Development The Ineffective Human Capital Approach Variation in Teachers´ Professional Concerns Anchoring Professional Learning in Context: How Schools Enable Teachers to Thrive A Social Ecological Approach to Developing Teachers Developing and Sustaining Teacher Quality in Context Concluding Remarks References 34 Reframing Teacher Professional Identity and Learning Introduction Framing Teachers´ Professional Identity Professional Identity as Lens for Teacher Education and Research Professional Identity Work in Teacher Education Student/Beginning Teachers´ Identity Work Experienced Teachers´ Identity Work Investigating Teachers´ Professional Identity Toward a More Comprehensive Framework of Professional Identity Learning Core Processes in Teacher Professional Learning and Identity Formation Connecting Teacher Professional Learning and Identity Formation Reflection and Agency as Vehicles for Professional Identity Learning Final Conclusions and Suggestions Cross-References References 35 Professionalism in Practice: Contextual Differences in Understandings, Practices, and Effects of Teacher Autonomy Introduction Methodology Professionalism and Autonomy in Neoliberal Reform Contexts Deconstructing Autonomy The School Context The Findings A Legacy of Complacency and Difference A Culture of Comfort, Complacency, and Lack of Ambition for Student Progress and Attainment Pedagogical Leadership Strategies: Tensions Between Collegial and Individual Professional Autonomy in Practice A Divided Staff Students´ Academic Progress and Attainment: A Mixed Picture Discussion External Reform, Professionalism, and Teacher Autonomy Pedagogical Leadership: The (New) Responsibility of Principals Teachers´ Entitlements to Individual Professional Autonomy Conclusions References 36 Pedagogical Change and Professional Courage Introduction The Context for School-Initiated Pedagogical Change Pedagogical Change and Professional Autonomy Individual Responses to Pedagogical Change The Case of Green Hill The Individual Experience of Pedagogical Change Experiencing Personal Change Experiencing School-Level Change Experiencing Learner Change Pedagogical Change and Professionalism Professional Confidence Collegiality Accountability Conclusion Cross-References References 37 Advancing Teacher Professionalism in Rural China: An Equality-Oriented Policy Approach Introduction Teacher Professionalism Challenges About Teacher Professionalism in Rural China Equality-Oriented Policy Approach to Advancing Teacher Professionalism in Rural China Targeted Recruitment Policies Channeling More Professional Teachers to Rural China Quality Assurance Policies Enhancing the Extent of Teacher Professionalism in Rural China Professional Development Policies Advancing the Professionalization of Teachers in Rural China Strengths and Issues of the Equality-Oriented Policy Approach Conclusion References 38 Subject Disciplines and the Construction of Teachers´ Identities Introduction Subject and Teachers´ Subject Identity Teachers´ Subject Knowledge Pedagogy Identity Development in the Figured Worlds of Subject Teaching Identity Formation as Social and Cultural Products Identity Formation and the Crisis of Development Transitions in Identities Developing a Subject Identity Conclusion References 39 Recent Trends in Teacher Identity Research and Pedagogy What Is Teacher Identity?: A Review of Five Reviews Recent Research on Teacher Identity Teacher Identity Remains a Predominantly Individualistic Concept that Centralizes a Dynamic Holism Among Past and Present Infl... Teachers as Individuals Context Teacher Identity has Gone Global Teacher Identity Around the World The ``new managerialism´´ in Teaching Teacher Identity Appears to be Deepening Professional Approaches to Teacher Learning Methodological Choices in Study Designs Affected the Ways Teacher Identity was Understood, Employed, and Studied Articulating Theoretical Foundations Alignment Between Conceptualizing Teacher Identity and Studying It The Use of Quantitative and Mixed-Methods Concluding Observations and Future Ambitions References Part VII: Policy Studies in Teacher Education 40 Policy Problems: Policy Approaches to Teacher Education Research Introduction What Is Policy? What Drives Policy? Policy as a Problems Approach What Are the Policy Problems in Teacher Education? Whose Problems? Alternative Voices Regulation and Surveillance Unintended Outcomes Teacher Education and Wider Policy Matters References 41 Trans-inclusive Policy and Opportunities for Trans-affirming Teacher Education: An Ontario Case Study Introduction: Contextualizing the Educational Experience of Trans and Gender Diverse Students Gender Diversity and Teacher Education Programs Trans-inclusive Policy in Education Limitations of Trans-inclusive Policy Learning from the Ontario Policy Context: Implications for Teacher Education Programs Antioppressive Education Accommodation Policy and Inclusion Toward Trans-affirming Teacher Education Summary Cross-Reference References 42 Shoring Up ``Teacher Quality´´: Media Discourses of Teacher Education in the United Kingdom, United States, and Australia Introduction Background Representations of Teachers and Teacher Education in Media and Policy Discourses Duncan, Gove, Pyne, and Teacher Education Reform Approach and Methods Text Selection and Corpus Construction Corpus-Assisted Discourse Analysis Keyword Analysis Collocation Analysis Concordance Analysis Policy as Discourse: What Is the Problem Represented to Be? Media Discourses of Teacher Education: A Corpus-Assisted Reading Keyword Analysis Collocation Analysis The Problem(s) of Teacher Education ``A Gaping Need for Practical Approaches´´: Teacher Education Programs as Problem Attracting the ``Best and Brightest´´: ITE Candidates as Problem ``Ideological and Faddish´´: Initial Teacher Educators and Institutions as Problem Conclusion: Shoring up ``Teacher Quality´´ References 43 Critiquing Teacher Well-Being Policy in England: Developing a Values-Based Approach to Promote Trainee Teachers´ Well-Being Introduction Defining Well-Being and Stress and Presenting Teachers´ Experience of These Phenomena Defining Well-Being Defining Stress and Its Impact Defining Teachers´ Well-Being and Stress Teachers´ Experience of Well-Being and Stress Existing Educational Policy and Strategies to Promote Teachers´ Well-Being English Educational Policy to Promote Teachers´ Well-Being Policies to Promote Teachers´ Well-Being Advocating for a Values-Based Approach to Promoting Teachers´ Well-Being Defining Well-Being and Stress in Relation to Personal Values Defining Teachers´ Well-Being and Stress in Relation to Personal Values Values-Based Approaches to Promoting Teachers´ Well-Being Introducing a Values-Based Intervention to Support Teachers´ Well-Being Describing the Intervention Reflections on the Intervention: Implications and Next Steps Summary References 44 Policy, Teacher Education, and Covid-19: An International ``Crisis´´ in Four Settings Introduction The Covid-19 Crisis in Norway Policy-Science Interface Teachers in a State of Exception Teacher Education in a State of Exception Consequences of the Crisis A High Trust Society in a State of Exception Implications for Policy and Practice The Covid-19 Crisis in Greece Greek Education and the Covid-19 Pandemic: Setting the Context Covid-19 and Teacher Education in Greece Implications for Policy and Practice The Covid-19 Crisis in Japan The Challenges Faced by Schools in the Covid-19 Pandemic CPD During the Covid-19 Pandemic Initial Teacher Training and the Covid-19 Pandemic Implications for Policy and Practice The Covid-19 Crisis in Australia COVID-19´s Impact on Teachers and Teacher Education in Australia Teacher Education Teachers Policy Tensions During Covid-19 Struggles for Policy Influence Policy Tensions Affecting Teachers Student Impacts Implications for Policy and Practice Improving Infrastructure and Access Rethinking Progress and Achievement Workload and Well-Being for Teachers and Teacher Educators Summary and Policy Lessons in a Time of `Crisis´ References 45 Initial Teacher Education and Social Justice Introduction Initial Teacher Education in the Current Moment Theories of Social Justice and Schooling Nancy Fraser: Redistribution, Recognition, and Representation Amartya Sen: A Capability Approach to Social Justice An Inequalities Approach Social Justice in the Classroom Becoming an Activist Professional Teacher Education Cohorts Conclusions: Constraints and Opportunities References 46 Policy and Practice in Increasing BME Teachers´ Access to ITE and a Leadership Career in the Teaching Profession in England Introduction Teacher Workforce Overview Ethnicity Overview of Teacher Educators and Preservice Teachers in ITE Theoretical Framing Critical Theory and Social Justice Whiteness in Education Policies Whiteness Ideology Underpinning Conceptualization of BME Teachers BME Teacher and Leadership Experiences British Policy Addressing BME Teacher/Headteacher/Principal Underrepresentation Recruiting BME Preservice Teachers in ITE: Policy Preference Discussion: Policy Influence on BME Teacher Recruitment and Progression Changing the Status Quo Summary References 47 Teacher Education in India: Virtual Capture of the ``Public´´ Mapping the Landscape of School Teachers Glossing Over Intervention By the Supreme Court The Problem of Intellectual Isolation The Problem of Poor State Investment in Teacher Education Preparation of Teacher Educators: A Weak Link and the Absence of Critical Discourse The Changing Axis of the Quality Debate and Privatization Privatization of Teacher Education and Policy Propositions Conclusion References 48 Standards and Stories: Educational Policy and White Supremacy in the Lives and Work of White Teachers Standards and Stories: Educational Policy and White Supremacy in the Lives and Work of White Teachers References 49 Preparing and Supporting Beginning Teachers for the Challenges of Teaching in Urban Primary Schools Introduction Structure of the Chapter The Challenges of Beginning Teachers in Urban Primary Schools Teaching in Urban Environments ``Urban Specific´´ Challenges? Preparing Teachers for the Challenges of Urban Teaching Dimensions of Urban Teaching in Primary Schools Focus on Urban Dimensions in Teacher Education Institutes The Experiences of Student Teachers with Preparation for Urban Teaching Continued Teacher Professional Development for Teaching in an Urban Context Example of a Policy Development Outside the School with an Urban Focus Support Culture and Structure in Primary Schools in an Urban Environment Summary and Policy Implications References Part VIII: Comparative Studies in Teacher Education 50 The Need for Comparative Studies in Teacher Education Introduction What Are Comparative Studies in Education? Why a Comparative Approach to Study Teacher Education? A Globally Validated Framework Macrolevel Mesolevel Microlevel Approaches in Comparative Studies of Teacher Education The Motive of Comparison Quantitative Approaches Qualitative Approaches Mixed Methods Approach Other Approaches Conclusion The Sixteen Studies in this Section Approaches to the Comparative Study of Teacher Education The Political Economy of Teacher Education Teacher Education Research as a Force for Social Justice and Transformation Globalization and the Study of Teacher Education Summary Cross-References References 51 A Cross-National Analysis of Organizational Support for Teachers´ Professional Learning Introduction Literature Review Teachers´ Professional Learning Around the Globe Organizational Support for Teachers´ Professional Learning Current Study Methods Sample and Data Variables Analysis Results Organizational Supports for Professional Learning Mentoring Support for Beginning Teachers Relationship Between Organizational Support and National Achievement Discussion References 52 Centering Multilingual Learners and Countering Racism in Teacher Education Introduction A Stable Research Area Coheres Disciplinary Silos Applied Linguistics Teacher Education Policy Research Critical Teacher Education Research on Multiculturalism Race/Racism, Language, and Teacher Education Theories of Race and Racism Is Race Real? How Does Race Relate to Other Forms of Oppression? Race and (Dis)Continuity Race/Racism and Language LangCrit Raciolinguistics Race/Racism, Language, and Teacher Education Conclusion Cross-References References 53 Spatial Perspectives: A Missing Link for Comparative Teacher Education Research Introduction Why Spatial Theory? A Spatial Triad Relative Space: Influences on Teacher Standards Policies in China and England Professional Standards in China: Global Influence Professional Standards in England - Why Relative Space Matters Representational Space: The Visibility of Rural Teachers in Chilean Education Policy Lived Space: Recognizing the Lived Experiences of Brazilian (Preservice) Teachers Conclusion Cross-References References 54 Reciprocal Learning in Teacher Education Between Canada and China in a Globalized Context Introduction Teacher Education in International and Comparative Education and the Concept of Reciprocal Learning Reciprocal Learning as a Conceptual Guiding Principle for RLP Reciprocal Learning as a Practical Approach for RLP The RLP Curriculum Changing Contexts and RLP Development The RLP Handbooks RLP Handbook for Canadian Cohorts in China RLP Handbook for Chinese Cohorts in Canada Portfolios, Practicum/Internship Placements, and Extracurricular/Cultural Activities: Selected Cases Portfolios Practicum/Internship Placements Extracurricular/Cultural Activities RLP Learnings Short-Term Impact Short-Term Impact on Canadian RLP Participants Short-Term Impact on Chinese RLP Participants Long-Term Impact International Intercultural Reciprocal Learning in Teacher Education Lessons for Global Understanding Teacher Education Is a Cross-Cultural Space for Global Understanding Collaborative Teacher Education, Teaching, and Curriculum Tasks Create Environments for Personal Practical Testing, Sharing, a... Teacher Education Is Part of a Global Educational Ecosystem in Which Curriculum and Classroom Community Play Vital Roles Cultural Experiential Immersion Is a Powerful Force for Personal Reflective Assessment of Differing Cultural Narrative Histori... Teacher Education for Global Understanding Is Strengthened by All Manner of Cross-Culturally Linked Connections Among Teachers... Time, Sustained Activity, and Consistent Support Among Like-Minded People with Shared Visions of an Interconnected Global Worl... References 55 Teacher Education Perspectives in the Ibero-Latin American Context: A Comparative View Introduction Initial Teacher Education in the Four Countries Brazil Teacher Education: National Curricular Guidelines Government Grant Program for Initial Teacher Education (PIBID): An Innovative Initiative New Perspectives on Teacher Education Policies Mexico Initial Teacher Education in Mexico: Successes and Failures Internship Regulatory Institutions Portugal The Bologna Process as a Turning Point A High Qualified Profession at Master´s Level The Place of the Practicum Spain Changing Teacher Education as a Result of the Bologna Process Teachers´ Competencies for the Practicum Discussion and Conclusion The External Impetus for Change in Teacher Education The Teaching Profession at the Crossroads Current Challenges and Tensions in Teacher Education Future Directions: Toward a Common Frame of Reference? References 56 Learning to Teach Equitably: Theoretical Frameworks and Principles for International Research and Practice Using Theoretical Frameworks in Combination Sociocultural Learning Theories Critical Theory Complexity Theory Understanding Perennial Challenges of New Teacher Learning Through Theoretical Frameworks Complexity Theory and the Principles of Learning Teaching Developing a Shared Vision Involving all Stakeholders Identifying Key Foundational Ideas and Practices Opportunities to Learn About the Nested Contexts of Learning Preparation for Inquiry and Research Critical Theory and Principles for Learning Teaching Explicit Focus upon Justice and Equity in Program Vision Opportunities to Learn about Out-of-School Factors that Shape Learning Opportunities to Unpack Assumptions about Identity, Teaching, and Learning Specific Teaching and Relational Practices that Center Students and Communities Sociocultural Learning Theory and Principles for Learning Teaching Construction of a Professional Identity Developing Shared Languages, Practices, and Tools Opportunities to Test Out Valued Practices and Receive Feedback Linking a Developing Vision of Equitable Teaching to Foundational Knowledge, Pedagogy, and Concrete Practices and Tools Principles in Practice: International Examples University of Oslo, Norway: Targeting the Problem of Fragmentation and Enactment University of Helsinki, Finland: Targeting the Problem of Apprenticeship of Observation and Enactment American Museum of Natural History, United States of America: Targeting the Problem of Equity Conclusion: Theoretical Lenses for Comparative Research References 57 Teacher Education in Post-Soviet States: Transformation Trends Introduction Historical Background: Prerevolutionary Period The Soviet Reformation Post-Soviet Reforms in Teacher Education Modern Systems of Teacher Education in Post-Soviet Countries Divergent and Convergent Trends in Teacher Education Summary References 58 Intercultural Education: The Training of Teachers for Inclusion Introduction Characteristics of Indigenous Education The Right of Indigenous Peoples to Design Their Educational Programs Contemporary Challenges for Achieving the Right to a Culturally and Linguistically Pertinent Education on the Part of Indigeno... The Training of Intercultural Teachers The Training of Indigenous Teachers to Work with Indigenous Students The Training of All Teachers to Work with an Intercultural Approach to Education Conclusion References 59 The Development Discourse of ``Quality Teachers´´: Implications for Teacher Professional Development Introduction Quality Teachers in Policy and Research Labeling Measurement Concluding Reflections: Implications for Teacher Professionalism and Teacher Professional Development References 60 Issues Related to Teacher Preparation in Southern Africa Botswana Historical Context of Teacher Preparation in Botswana Current Teacher Preparation Policies and Practices in Botswana Teacher Candidates´ Experiences in Botswana Research on Practicing Teachers in Botswana Technology Integration in Botswana Namibia Historical Context of Teacher Preparation in Namibia Current Teacher Preparation Policies and Practices in Namibia Teacher Candidates´ Experiences in Namibia Post-Independence Experiences of Namibian Teacher Educators and Teachers South Africa Historical Context of Teacher Preparation in South Africa Current Teacher Preparation Policies and Practices in South Africa Teacher Candidates´ Experiences in South Africa South African Emphasis on Learner-Centered Pedagogy and Outcomes-Based Education Decolonizing South Africa´s Teacher Education Curriculum Tanzania Historical Context of Teacher Preparation in Tanzania Current Teacher Preparation Policies and Practices in Tanzania Teacher Candidates´ Experiences in Tanzania Emphasis in Tanzania on Learner-Centered Pedagogy Technology Integration in Tanzania Themes in Teacher Preparation Across Four SADC Nations Policy Related to Learner-Centered Pedagogy Enactment of LCP in Teacher Preparation Organization of Student Teaching Placements Resources in Student Teaching Placements Conclusion References 61 The Political Economy of Teacher Training in Latin America: A Review of the Research Literature Introduction Origins of School Teaching in Latin America The Effect of Teaching Practices on Student Achievement Influences on Teacher Training in Latin America Teacher Training in Argentina Teacher Training in Mexico Teacher Training in Colombia Teacher Training in Brazil Teacher Training in Chile Teacher Training in Bolivia and Ecuador Summary References 62 The Importance of Context: Teacher Education Policy in England and France Compared Introduction Theorizing Teacher Education Policy and Policymaking Governing Models of Education in England and France Conceptualizing Teacher Education Teacher Education in England Teacher Education in France Comparative and Concluding Remarks Bibliography 63 Cases of Four International Reforming Contexts: Prelude to the Pandemic and Beyond Rationale for the Continuing Comparative Study Flashback: Our Previous Study Flashback: 2019 Overarching Themes Flash Forward: 2021 Four-Country Policy Analysis Portugal Policies of Curriculum and Inclusion: Change or Continuity? Policy Initiatives and Teachers´ Work During the COVID-19 Pandemic Final Considerations Brazil First Survey: Carlos Chagas Foundation Research (2020a, b, c) Second Research Study: A Systematic Review of the Literature Impacts of the Covid-19 Pandemic on Education Use of Digital Technology Pedagogical Methodologies and Adopted Practices Prospective Analysis and Postpandemic Opportunities Final Considerations Canada Shifts in Curriculum in a Pandemic World Teaching Online and in Person and the Systemic Conditions in -Between Final Considerations The USA School District Versus State of Texas: The Ongoing Struggle Community Response The Onslaught of COVID-19 Final Considerations Flash Forward: Overarching Four-Country Themes in the Face of Covid Conclusions References 64 Teaching Diverse Students: A Comparative Analysis of Perspectives from South Africa, Canada, and Hong Kong Introduction Educating Diversity Diversification of Diversity Educating for Diversity in South Africa Definitions of Diversity Imperatives and Issues Preparing Teachers for Diversity: What and How? Educating for Diversity in Canada Definitions of Diversity Province of Ontario Province of Quebec Imperatives and Issues Preparing Teachers for Diversity: What and How? Educating for Diversity in Hong Kong Definitions of Diversity Imperatives and Issues Preparing Teachers for Diversity: What and How? Discussion Conclusion Cross-References References 65 Teacher Leadership in Cross-National Perspective Introduction Research on Teacher Leadership Core Practices and Professional Development Career Trajectories and Organizational Context Distributed Leadership and Teacher Well-Being Teaching as a ``Mass´´ or ``Semi´´ Profession in the USA Informal Versus Formally Structured Leadership Systems Teachers as Community Leaders: Unions and Social Movements Conclusion: Globalization, Professionalism, and Leadership Beyond the Classroom Leadership Beyond the Classroom References 66 Learning to Teach: Building Global Research Capacity for Evidence-Based Decision-Making Introduction Methodology and Methods Limitations The Evolution of Teacher Education in Different Contexts Institutional Transformations Conceptions of Teaching and Knowledge Traditions Teacher Education and Learning How to Teach: A Review of the Research Evidence from Research on Teacher Education and Learning to Teach Australia England Finland Japan Mexico United States of America Summary What Future for Teacher Education? Knowledge, Policy, and Practice in Teacher Education National and Global Trajectories in Teaching Future Teacher Education Research Conclusion References Part IX: Globalization and Teacher Education 67 Globalization, Teachers, and Teacher Education: Theories, Themes, and Methodologies Introduction Globalization and Education: A Short Introduction The Contested Concept of Globalization Theorizing the Relationship Between Education and Globalization Teachers, Teacher Education, and Globalization: The Potentials and Key Themes The Paradoxical Dearth of Research About Teacher Education and Globalization Key Themes in the Literature on Teaching, Teacher Education, and Globalization The Handbook Part ``Globalization and Teacher Education´´ Concluding Remarks: Research Agendas and Methodologies Cross-References References 68 Global Discourses, Teacher Education Quality, and Teacher Education Policies in the Latin American Region Introduction Global Discourses on Education and Teacher Education Quality Teacher and Teacher Education Quality in Global Discourses International Organizations and Teacher Education Quality in Latin America Continuity and Change in Latin American Teacher Education Teacher Education Institutions and Institutional Structures Quality Assurance and Assessment of Teacher Education Institutions and Programs Attractiveness of Teacher Education for Potential Candidates and Selection Procedures Teacher Education Curricula: Content Knowledge and Learning How to Teach Preparation for the Needs of Diverse Student Populations Teacher Education and Digital Competence Concluding Thoughts Cross-References References 69 From Global to Local: Policy Vernacularization as Assemblage, Refoulement, and Meld Introduction Key Theoretical Considerations The Transnational, the State, and the Non-State Interconnect: The Rise of Globalized Ideas for Teacher Education The Fountainheads for Globalized Teacher Education Policy The Lens of Vernacular Globalization Reading Vernacularization: Interrogating Assemblage as Critical Policy Analysis Toward a Critical and Discursive Framework Some Illustrations of the Model´s Affordances: Utilizing Examples from Two Cases of Vernacular Globalization Receiving Context: Exteriority and Emergence Contexts of Policy Translation: Heterogeneity, Relationality, and Flux Contexts of Policy Enactment: Power (Local), Politics, and Agency Discussion: Key Affordances of Situating Vernacularization as Policy Assemblage Histories, Habits, and Memories and Historical Path: Continuity and Change Determinants of Practice and Power Within Sociopolitical Structures The Reconciliation of National and International Policy Forces Conclusion References 70 The OECD, the Vehicularity of Ideas, ``Wormholes,´´ and the 2018 Initial Teacher Education Curricular Reform in Mexico Introduction Initial Teacher Education Governance Arrangements in Federal Entities Initial Teacher Education in Mexico From PISA Goals to Teacher Education Policymaking in Mexico Starting PointsThe OECD´s Production of PISA Rankings Roots and Routes: From the 2012-2013 Education Reform to the 2018 Teacher Education Curricular Reform Vehicular Ideas and Wormholes Connecting Distant Ideational Galaxies The 2012-2013 Education Reform in Mexico, OECD, and PISA Mexico and Singapore: The ``Global Competitiveness´´ Wormhole Adaptation Summary References 71 Reframing Global Education in Teacher Education from the Perspectives of Human Capability and Cosmopolitan Ethics Introduction The Dominance of Human Capital Theory in Global Education Policy Promotion of Utilitarian Ends Promotion of Productive Skills and Competencies Promotion of Teacher Accountability Human Capabilities Approach as an Alternative Paradigm of Global Education Prioritization of Human Well-Being Promotion of Opportunity and Freedom Empowering Teachers as Agents Cosmopolitan Ethical Approach as an Expanded Vision of Human Flourishing Integrating Cosmopolitan Dispositions in Teacher Education Equipping Teachers with Cosmopolitan Pedagogies Engaging Teachers with Intercultural Encounters Conclusion: Synthesizing a Human Capability and Cosmopolitan Ethical Approach References 72 Globalizing Teacher Education Through English as a Medium of Instruction: A Vygotskian Perspective Background and Introduction The Role of Context in Research on Teaching and Teacher Education Conceptualizing Context in Teacher Education: A Vygotskian Perspective Vygotsky´s Sociocultural Theory of Mediated Learning and Genetic Development Activity Theory Globalization as an Influence on Educational Activity Empirical Research Cultural-Historical Domain: Globalizing Teacher Education in Vietnam Ontogenetic Domain: Glonacal Dimensions in Pre-service Teachers´ Life Trajectories Microgenetic Domain: Globally Inflected Activity Systems for Teacher Learning Final Reflections and Implications for Teacher Education Research References 73 Shadow Elite of Transnational Policy Networks: Intermediary Organizations and the Production of Teacher Education Policies Introduction Conceptual Foundations Intermediary Organizations Produce Globally Circulated Teacher Education Policies Transnational Policy Networks of Shadow Elites: IOs, Consultants, and For-Profits Disseminate Policy Discourses Knowledge Brokers Consultants and Consultancies Modules and Microcredentials Summary References 74 Globalization and the Impact of ICT on Teachers´ Work and Professional Status Introduction ICT as Globalization ICT and the Professional Status of Teachers ICT, Certification, Education, and Professional Development ICT and Teachers´ Daily Work Illustrative Vignette Summary: Elaboration and Variation in the Integration of ICT Future Trends References Index