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Teacher Education Policy and Research

Global Perspectives

  • Book
  • © 2021

Overview

Editors:
  1. Diane Mayer

    1. Department of Education, University of Oxford, Oxford, UK

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  • Presents a comprehensive research framework and indicators of effectiveness for researching teacher education
  • Focuses on the connections and disconnections between prolicy and research
  • Provides analysis to inform and guide future teacher education research across 13 countries and nations

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About this book

In this book, leading teacher education researchers from Australia, Belgium, Canada, England, Finland, Hong Kong SAR, the Netherlands, New Zealand, North Ireland, Portugal, Scotland, the USA and Wales examine teacher education policy and research in each of their contexts.

The book highlights the connections and disconnections between teacher education policy and research. It examines contemporary challenges and issues in teacher education including how high-quality teacher education is framed, how teaching quality is framed, and the role of teacher education research. It also considers future policy and research possibilities and opportunities for teacher education research, equity and preparing teachers for work within contexts of super-diversity, and early career teaching.

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-viii
    Download chapter PDF

  2. Teacher Education Policy and Research: An Introduction

    • Diane Mayer
    Pages 1-10

  3. Teacher Education/ors in Australia: Still Shaping the Profession Despite Policy Intervention

    • Alyson Simpson, Wayne Cotton, Jennifer Gore
    Pages 11-25

  4. A Critical Examination of the Conception of Teacher Professionalism Enacted in Current Teacher Education Policy in Flanders (Belgium)

    • Eline Vanassche, Steven Bruneel, Lore Christiaens
    Pages 27-41

  5. Teaching and Teacher Education for a Post-pandemic Canada: Context, Crisis, Critique and Complication

    • Anne M. Phelan, Jill D. Morris
    Pages 43-56

  6. The Complex Policy Landscape of Initial Teacher Education in England: What’s the Problem Represented to Be?

    • Trevor Mutton, Katharine Burn, Ian Thompson, Ann Childs
    Pages 57-71

  7. Analyzing Practice, Research, and Accountability Turns in Finnish Academic Teacher Education

    • Auli Toom, Jukka Husu
    Pages 73-83

  8. Preparing High Quality Teacher Education Graduates in an Era of Unprecedented Uncertainties: The Case of Hong Kong

    • Sylvia Y. F. Tang, May M. H. Cheng
    Pages 85-100

  9. Quality Under Pressure in Dutch Teacher Education

    • Paulien C. Meijer
    Pages 101-111

  10. Teacher Education Policy in Aotearoa New Zealand: Global Trends Meet Local Imperatives

    • Fiona Ell
    Pages 113-128

  11. Teacher Education in Northern Ireland: Policy, Practice and Pragmatism

    • Linda Clarke, Paul McFlynn
    Pages 129-140

  12. Educating Teachers in the Post-Bologna Context in Portugal: Lessons Learned and Remaining Challenges

    • Maria Assunção Flores
    Pages 141-157

  13. Measuring Quality in Initial Teacher Education in Scotland: A Context-Specific Endeavour

    • Aileen Kennedy, Paul Adams, Mark Carver
    Pages 159-176

  14. Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research

    • Maria Teresa Tatto
    Pages 177-194

  15. A Research Informed Approach to Initial Teacher Education in Wales: Intentions, Examples and Reflections

    • Alma Harris, Michelle Jones, John Furlong, Jeremy Griffiths, Cecilia Hannigan-Davies
    Pages 195-208

  16. Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching

    • Diane Mayer, A. Lin Goodwin, Nicole Mockler
    Pages 209-223
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Editors and Affiliations

  • Department of Education, University of Oxford, Oxford, UK

    Diane Mayer

About the editor

Diane Mayer is Professor of Education (Teacher Education) at the University of Oxford. Prior to joining Oxford, she was Professor of Education and Dean at The University of Sydney. She has also held positions at the University of California at Berkeley in the USA, at Victoria University, Deakin University and The University of Queensland in Australia. Diane’s research and scholarship focuses on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education.

Bibliographic Information

  • Book Title: Teacher Education Policy and Research

  • Book Subtitle: Global Perspectives

  • Editors: Diane Mayer

  • DOI: https://doi.org/10.1007/978-981-16-3775-9

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021

  • Hardcover ISBN: 978-981-16-3774-2Published: 06 August 2021

  • Softcover ISBN: 978-981-16-3777-3Published: 07 August 2022

  • eBook ISBN: 978-981-16-3775-9Published: 05 August 2021

  • Edition Number: 1

  • Number of Pages: VIII, 223

  • Number of Illustrations: 2 b/w illustrations

  • Topics: Teaching and Teacher Education, Educational Policy and Politics, International and Comparative Education

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