ABSTRACT

Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators.

The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition:

  • stimulates a broad conversation about foundational issues
  • brings multiple perspectives to bear
  • provides new specificity to topics that have been undifferentiated in the past
  • includes diverse voices in the conversation.

The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions:

  • What’s the Point?: The Purposes of Teacher Education
  • What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments
  • Where Should Teachers Be Taught? Settings and Roles in Teacher Education
  • Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention
  • Does Difference Make a Difference? Diversity and Teacher Education
  • How Do People Learn to Teach?
  • Who’s in Charge? Authority in Teacher Education
  • How Do We Know What We Know? Research and Teacher Education
  • What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education.

The Association of Teacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators.  For more information on our organization and publications, please visit: www.ate1.org

part |121 pages

What's the point?

part |64 pages

Framing chapters

chapter |5 pages

Introduction

Why educate teachers?

chapter |18 pages

Teacher education in a democratic society

Learning and teaching the practices of democratic participation

part |35 pages

Artifacts

part |19 pages

Commentaries

part |135 pages

What should teachers know?

part |77 pages

Framing chapters

part |27 pages

Artifacts

part |135 pages

Where should teachers be taught?

part |69 pages

Framing chapters

chapter |7 pages

Introduction

Settings for teacher education

chapter |17 pages

An uneasy relationship

The history of teacher education in the university

chapter |23 pages

What kind of experience?

Preparing teachers in PDS or community settings

part |40 pages

Artifacts

chapter |13 pages

Leaving authority at the door

Equal-status community-based experiences and the preparation of teachers for diverse classrooms

chapter |11 pages

Teachers for multicultural schools

The power of selection 1

part |23 pages

Commentaries

chapter |9 pages

Settings for teacher education

Challenges in creating a stronger research base

part |151 pages

Who teaches? Who should teach?

part |94 pages

Framing chapters

chapter |6 pages

Defining teacher quality

Is consensus possible?

chapter |21 pages

Teachers of color

Quality and effective teachers one way or another

chapter |23 pages

The next generation of teachers

Who enters, who stays, and why

chapter |22 pages

Teacher educators as gatekeepers

Deciding who is ready to teach

part |33 pages

Artifacts

chapter |9 pages

Meeting the highly qualified teachers challenge

The secretary's annual report on teacher quality

chapter |11 pages

Schoolteacher

part |21 pages

Commentaries

chapter |6 pages

Changing the paradigm

Preparing teacher educators and teachers for the twenty-first century

part |145 pages

Does difference make a difference?

part |19 pages

Commentaries

chapter |5 pages

Diversity and teacher education

People, pedagogy, and politics

chapter |7 pages

Diversity and teacher education

What can the future be?

part |154 pages

How do people learn to teach?

part |89 pages

Framing chapters

chapter |10 pages

Teacher learning

How do teachers learn to teach?

chapter |26 pages

The metaphors by which we teach

Experience, metaphor, and culture in teacher education 1

chapter |28 pages

Learning among colleagues

Teacher community and the shared enterprise of education 1

part |22 pages

Commentaries

chapter |7 pages

Perspectives on teacher learning

Normative, logical, empirical

chapter |5 pages

Teacher learning

A commentary by reform-minded teaching colleagues

part |158 pages

Who's in charge?

part |88 pages

Framing chapters

chapter |5 pages

The emperor's new clothes

Do we really need professional education and certification for teachers?

chapter |31 pages

Competing visions of purpose, practice, and policy

The history of teacher certification in the United States

chapter |28 pages

The evolving field of teacher education

How understanding challenge(r)s might improve the preparation of teachers

part |50 pages

Artifacts

chapter |5 pages

Alternate routes to teacher certification

A dangerous trend

part |18 pages

Commentaries

part |189 pages

How do we know what we know?

part |129 pages

Framing chapters

chapter |9 pages

How do we know what we know?

Research and teacher education

chapter |44 pages

Research on teacher education

Changing times, changing paradigms

chapter |42 pages

Critical and qualitative research in teacher education

A blues epistemology for cultural well-being and a reason for knowing

part |38 pages

Artifacts

chapter |14 pages

Applying what we know

The field of teacher education 1

chapter |12 pages

More light

An argument for complexity in studies of teaching and teacher education

chapter |11 pages

Knowing teaching

The intersection of research on teaching and qualitative research

part |19 pages

Commentaries

chapter |5 pages

Notes from a pragmatist

Learning what we need to know about teacher effectiveness and preparation

part |134 pages

What good is teacher education?