A Companion to Research in Teacher Education

1. Front Matter

   Pages i-xix

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2. A Companion to Research in Teacher Education

   • Ian Menter, Michael A. Peters, Bronwen Cowie

   Pages 1-15

3. Becoming a Teacher: Teacher Education and Professionalism

   1. Front Matter

      Pages 17-22

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   2. Developing the Thoughtful Practitioner

      • Donald Gillies

      Pages 23-35

   3. Variations in the Conditions for Teachers’ Professional Learning and Development: Teacher Development, Retention and Renewal over a Career

      • Qing Gu

      Pages 37-52

   4. Clinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge

      • Barbara Kameniar, Larissa McLean Davies, Jefferson Kinsman, Catherine Reid, Debra Tyler, Daniela Acquaro

      Pages 53-67

   5. A Role of Doing Philosophy in a Humanistic Approach to Teacher Education

      • Duck-Joo Kwak

      Pages 69-86

   6. The Development of Accomplished Teaching

      • Margery A. McMahon, Christine Forde, Rosa Murray

      Pages 87-100

4. Initial Teacher Education

   1. Front Matter

      Pages 101-103

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   2. Towards a Principled Approach for School-Based Teacher Educators: Lessons from Research

      • Katharine Burn, Trevor Mutton, Hazel Hagger

      Pages 105-120

   3. The Strathclyde Literacy Clinic: Developing Student Teacher Values, Knowledge and Identity as Inclusive Practitioners

      • Sue Ellis

      Pages 121-133

   4. You Teach Who You Are Until the Government Comes to Class: A Study of 28 Literacy Teacher Educators in Four Countries

      • Clare Kosnik, Lydia Menna, Pooja Dharamshi, Clive Beck

      Pages 135-151

   5. Clinical Practice in Education: Towards a Conceptual Framework

      • Jeana Kriewaldt, Larissa McLean Davies, Suzanne Rice, Field Rickards, Daniela Acquaro

      Pages 153-166

   6. Initial Teacher Education in Ireland—A Case Study

      • Teresa O’Doherty, Judith Harford

      Pages 167-178

   7. Doing Harm to Educational Knowledge: The Struggle over Teacher Education in Sweden and Norway

      • Carl Anders Säfström, Herner Saeverot

      Pages 179-191

   8. The Pre-service Education of Disability Pedagogues in Norway: Maximising Social Pedagogic Ambition

      • Paul Stephens

      Pages 193-202

5. Teacher Education, Partnerships and CollaborationThe first part of this introduction is based on Peters (2014) ‘Education as the Power of Collaboration.’

   1. Front Matter

      Pages 203-207

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   2. Repositioning, Embodiment and the Experimental Space: Refiguring Student–Teacher Partnerships in Teacher Education

      • Helen Cahill, Julia Coffey

      Pages 209-222

   3. Redesigning Authentic Collaborative Practicum Partnerships: Learnings from Case Studies from Two New Zealand Universities

      • Beverley Cooper, Lexie Grudnoff

      Pages 223-236

   4. Researching the Intersection of Program Supervision and Field Placements: Interactional Ethnographic Telling Cases of Reflexive Decision-Making Process

      • Laurie Katz, Judith Green

      Pages 237-251

This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians.


There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession.


At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations.

• Accountability and Teacher Preparation
• Corporate management of education
• Critical-emancipatory models
• Global Education Reform
• Mentoring of student teachers
• Partnership arrangements
• Privatisation of teacher education
• Reflective practice
• School Governance
• Standardization of education
• Teacher Professional Learning
• University-led teacher education
• curriculum convergence
• inclusive education
• placement and practicum
• professional education
• professional practice knowledge
• teacher education
• teacher educators
• teaching standards

• Faculty of Education, University of Waikato, Hamilton, New Zealand

  Michael A. Peters, Bronwen Cowie

• Department of Education, University of Oxford, Oxford, United Kingdom

  Ian Menter

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).

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