Index
Approaches to Teaching and Teacher Education
ISBN: 978-1-80455-467-8, eISBN: 978-1-80455-466-1
ISSN: 1479-3687
Publication date: 10 August 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Approaches to Teaching and Teacher Education (Advances in Research on Teaching, Vol. 43), Emerald Publishing Limited, Leeds, pp. 219-220. https://doi.org/10.1108/S1479-368720230000043025
Publisher
:Emerald Publishing Limited
Copyright © 2023 Cheryl J. Craig, Juanjo Mena and Ruth G. Kane. Published under exclusive licence by Emerald Publishing Limited
INDEX
AERA, 8, 15–16
Agency, 37, 41, 89–91, 94–95, 191, 214
Authority of experience, 28
Best-loved self, 29, 102–105
Bicultural education, 174–175, 180
Castle Conference, 8, 16
Clandinin and Connelly, 11–12, 102–103
Coaching, 62
Collaboration, 7–9, 28, 60, 63–64, 67–68, 74–76, 80–81, 204, 211
Commonalities, 168–169
Covid-19, 60, 66–67, 111–112
Culturally responsive mentoring, 137
Curriculum, 19, 29, 61, 74, 80–81, 97–100, 102–105, 107, 126, 138, 152–153, 174–176, 178, 193–194
Decolonization, 191
Decolonizing, 165, 168
Democracy, 127–128, 147
Dewey, 104, 107
Dilemma, 48, 55
Diversity, 60, 66–67, 137–138, 182, 184
Early childhood education, 139, 177–178
Empowerment, 214
Epistemology, 161–162
Equity, 28, 64–65, 138, 143–144
Ethical relationality, 192, 194–196
Ethics, 27, 49, 51–52, 56
Evidence-based policy, 119
Exclusion, 64–66, 68, 139–140, 144, 147–148, 174, 200–201
Experience, 25–26, 28, 32, 34, 36, 62–63, 66–69, 79–80, 91–92, 98–99, 117, 128, 138–139, 147, 169–170, 176, 179–180, 182, 189–197, 202–206, 211, 213–214
Future literacy approach, 203–204
General pedagogical knowledge, 74–75
Generous scholarship, 12
Higher education, 4–5, 78, 195–196
Human rights, 66, 148
ICT, 80
Identity, 30, 32–33, 36, 39
Identity of teacher educator, 43
Inclusion, 28, 64–67, 137–139, 143, 150, 175, 203
Inclusive learning spaces, 149–150
Inclusive teacher, 150–152
Induction years, 75
Initial teacher education, 28, 73–74, 77, 79–80, 83, 138–139, 149–152, 174
Innovation, 61, 150
Institutionalization of learning, 202–203
Intersectionality, 183–184
Inuit, 138–139, 159–169, 190, 193–195
Knowledge of context, 131
Living in good ways, 146
Marginalization, 138, 144–145, 147–148
Marginalized community, 144–145, 147, 152–153
Mentoring, 8–9, 62, 77–78, 80, 169
Metaphors, 27, 36, 104–105, 184
Micro-teaching, 3
Microaggressions, 197
Moral dilemmas, 42
Multicultural, 65, 137–138, 182
Narrative inquiry, 11–12, 16, 103
Neoliberal, 62
Newly qualified teachers, 88–89, 168
Paradigm shift, 29–30, 33–34
Partnership, 7–9, 16–17, 166–168
PCK, 120–121
Pedagogical Content Knowledge (PCK), 74–75, 118
Pedagogical stance, 49
Pedagogy of teacher education, 92
Power dynamics, 164, 169
Practicum mentoring, 152–153
Preparation of teachers, 66–67, 113–114, 151–152
Professional development, 11–12, 26–28, 32, 59–60, 73–74, 77, 160
Professional learning, 28, 61, 67, 77–78, 94–95
Professional learning communities, 29, 76, 94–95
Racism, 139, 162, 177–180, 182, 184, 190–191
Reconciliation, 193–194
Reflection, 15–17, 19–20, 51–53, 75–76, 89, 114, 177
Reflective practice, 48, 177
Research-based clinical practice, 80–81
Resilience, 89, 117, 139, 204
Roma education, 200–201, 203
Scholarship in teacher education, 12
School leader, 76–77, 79, 101–103, 111–112, 120, 138–139
School reform, 38
Self-study, 8, 16–17
Self-study of teacher education practices, 8, 16
Settler colonialism, 174, 180
Social justice, 28, 60, 64, 66, 149
Social marginalization, 145
Student teachers, 36, 40–41, 56, 75–78, 92, 94, 139, 176, 178, 180
Supervision, 75–76, 168
Teacher education, 3–5, 7–9, 15–17, 56, 65, 73–75, 92, 94, 117, 125–127, 132, 140, 145–146, 151–153, 165–168
Teacher educators, 74–75, 80–81, 111–112, 115, 117–118, 138–139, 152, 176–179, 183
Teacher induction, 29, 94
Teacher shortage, 88
Teaching, pedagogy of teacher education, 42
Teaching practicum, 152–153
Teaching profession, 30, 48, 74, 78, 80–81, 103, 137, 176
Visiting scholars, 8–9
Workplace culture, 39
AERA
, 8, 15–16
Agency
, 37, 41, 89–91, 94–95, 191, 214
Authority of experience
, 28
Best-loved self
, 29, 102–105
Bicultural education
, 174–175, 180
Castle Conference, 8, 16
Clandinin and Connelly, 11–12, 102–103
Coaching, 62
Collaboration, 7–9, 28, 60, 63–64, 67–68, 74–76, 80–81, 204, 211
Commonalities, 168–169
Covid-19, 60, 66–67, 111–112
Culturally responsive mentoring, 137
Curriculum, 19, 29, 61, 74, 80–81, 97–100, 102–105, 107, 126, 138, 152–153, 174–176, 178, 193–194
Decolonization, 191
Decolonizing, 165, 168
Democracy, 127–128, 147
Dewey, 104, 107
Dilemma, 48, 55
Diversity, 60, 66–67, 137–138, 182, 184
Early childhood education, 139, 177–178
Empowerment, 214
Epistemology, 161–162
Equity, 28, 64–65, 138, 143–144
Ethical relationality, 192, 194–196
Ethics, 27, 49, 51–52, 56
Evidence-based policy, 119
Exclusion, 64–66, 68, 139–140, 144, 147–148, 174, 200–201
Experience, 25–26, 28, 32, 34, 36, 62–63, 66–69, 79–80, 91–92, 98–99, 117, 128, 138–139, 147, 169–170, 176, 179–180, 182, 189–197, 202–206, 211, 213–214
Future literacy approach, 203–204
General pedagogical knowledge, 74–75
Generous scholarship, 12
Higher education, 4–5, 78, 195–196
Human rights, 66, 148
ICT, 80
Identity, 30, 32–33, 36, 39
Identity of teacher educator, 43
Inclusion, 28, 64–67, 137–139, 143, 150, 175, 203
Inclusive learning spaces, 149–150
Inclusive teacher, 150–152
Induction years, 75
Initial teacher education, 28, 73–74, 77, 79–80, 83, 138–139, 149–152, 174
Innovation, 61, 150
Institutionalization of learning, 202–203
Intersectionality, 183–184
Inuit, 138–139, 159–169, 190, 193–195
Knowledge of context, 131
Living in good ways, 146
Marginalization, 138, 144–145, 147–148
Marginalized community, 144–145, 147, 152–153
Mentoring, 8–9, 62, 77–78, 80, 169
Metaphors, 27, 36, 104–105, 184
Micro-teaching, 3
Microaggressions, 197
Moral dilemmas, 42
Multicultural, 65, 137–138, 182
Narrative inquiry, 11–12, 16, 103
Neoliberal, 62
Newly qualified teachers, 88–89, 168
Paradigm shift, 29–30, 33–34
Partnership, 7–9, 16–17, 166–168
PCK, 120–121
Pedagogical Content Knowledge (PCK), 74–75, 118
Pedagogical stance, 49
Pedagogy of teacher education, 92
Power dynamics, 164, 169
Practicum mentoring, 152–153
Preparation of teachers, 66–67, 113–114, 151–152
Professional development, 11–12, 26–28, 32, 59–60, 73–74, 77, 160
Professional learning, 28, 61, 67, 77–78, 94–95
Professional learning communities, 29, 76, 94–95
Racism, 139, 162, 177–180, 182, 184, 190–191
Reconciliation, 193–194
Reflection, 15–17, 19–20, 51–53, 75–76, 89, 114, 177
Reflective practice, 48, 177
Research-based clinical practice, 80–81
Resilience, 89, 117, 139, 204
Roma education, 200–201, 203
Scholarship in teacher education, 12
School leader, 76–77, 79, 101–103, 111–112, 120, 138–139
School reform, 38
Self-study, 8, 16–17
Self-study of teacher education practices, 8, 16
Settler colonialism, 174, 180
Social justice, 28, 60, 64, 66, 149
Social marginalization, 145
Student teachers, 36, 40–41, 56, 75–78, 92, 94, 139, 176, 178, 180
Supervision, 75–76, 168
Teacher education, 3–5, 7–9, 15–17, 56, 65, 73–75, 92, 94, 117, 125–127, 132, 140, 145–146, 151–153, 165–168
Teacher educators, 74–75, 80–81, 111–112, 115, 117–118, 138–139, 152, 176–179, 183
Teacher induction, 29, 94
Teacher shortage, 88
Teaching, pedagogy of teacher education, 42
Teaching practicum, 152–153
Teaching profession, 30, 48, 74, 78, 80–81, 103, 137, 176
Visiting scholars, 8–9
Workplace culture, 39
Castle Conference
, 8, 16
Clandinin and Connelly
, 11–12, 102–103
Coaching
, 62
Collaboration
, 7–9, 28, 60, 63–64, 67–68, 74–76, 80–81, 204, 211
Commonalities
, 168–169
Covid-19
, 60, 66–67, 111–112
Culturally responsive mentoring
, 137
Curriculum
, 19, 29, 61, 74, 80–81, 97–100, 102–105, 107, 126, 138, 152–153, 174–176, 178, 193–194
Decolonization
, 191
Decolonizing
, 165, 168
Democracy
, 127–128, 147
Dewey
, 104, 107
Dilemma
, 48, 55
Diversity
, 60, 66–67, 137–138, 182, 184
Early childhood education, 139, 177–178
Empowerment, 214
Epistemology, 161–162
Equity, 28, 64–65, 138, 143–144
Ethical relationality, 192, 194–196
Ethics, 27, 49, 51–52, 56
Evidence-based policy, 119
Exclusion, 64–66, 68, 139–140, 144, 147–148, 174, 200–201
Experience, 25–26, 28, 32, 34, 36, 62–63, 66–69, 79–80, 91–92, 98–99, 117, 128, 138–139, 147, 169–170, 176, 179–180, 182, 189–197, 202–206, 211, 213–214
Future literacy approach, 203–204
General pedagogical knowledge, 74–75
Generous scholarship, 12
Higher education, 4–5, 78, 195–196
Human rights, 66, 148
ICT, 80
Identity, 30, 32–33, 36, 39
Identity of teacher educator, 43
Inclusion, 28, 64–67, 137–139, 143, 150, 175, 203
Inclusive learning spaces, 149–150
Inclusive teacher, 150–152
Induction years, 75
Initial teacher education, 28, 73–74, 77, 79–80, 83, 138–139, 149–152, 174
Innovation, 61, 150
Institutionalization of learning, 202–203
Intersectionality, 183–184
Inuit, 138–139, 159–169, 190, 193–195
Knowledge of context, 131
Living in good ways, 146
Marginalization, 138, 144–145, 147–148
Marginalized community, 144–145, 147, 152–153
Mentoring, 8–9, 62, 77–78, 80, 169
Metaphors, 27, 36, 104–105, 184
Micro-teaching, 3
Microaggressions, 197
Moral dilemmas, 42
Multicultural, 65, 137–138, 182
Narrative inquiry, 11–12, 16, 103
Neoliberal, 62
Newly qualified teachers, 88–89, 168
Paradigm shift, 29–30, 33–34
Partnership, 7–9, 16–17, 166–168
PCK, 120–121
Pedagogical Content Knowledge (PCK), 74–75, 118
Pedagogical stance, 49
Pedagogy of teacher education, 92
Power dynamics, 164, 169
Practicum mentoring, 152–153
Preparation of teachers, 66–67, 113–114, 151–152
Professional development, 11–12, 26–28, 32, 59–60, 73–74, 77, 160
Professional learning, 28, 61, 67, 77–78, 94–95
Professional learning communities, 29, 76, 94–95
Racism, 139, 162, 177–180, 182, 184, 190–191
Reconciliation, 193–194
Reflection, 15–17, 19–20, 51–53, 75–76, 89, 114, 177
Reflective practice, 48, 177
Research-based clinical practice, 80–81
Resilience, 89, 117, 139, 204
Roma education, 200–201, 203
Scholarship in teacher education, 12
School leader, 76–77, 79, 101–103, 111–112, 120, 138–139
School reform, 38
Self-study, 8, 16–17
Self-study of teacher education practices, 8, 16
Settler colonialism, 174, 180
Social justice, 28, 60, 64, 66, 149
Social marginalization, 145
Student teachers, 36, 40–41, 56, 75–78, 92, 94, 139, 176, 178, 180
Supervision, 75–76, 168
Teacher education, 3–5, 7–9, 15–17, 56, 65, 73–75, 92, 94, 117, 125–127, 132, 140, 145–146, 151–153, 165–168
Teacher educators, 74–75, 80–81, 111–112, 115, 117–118, 138–139, 152, 176–179, 183
Teacher induction, 29, 94
Teacher shortage, 88
Teaching, pedagogy of teacher education, 42
Teaching practicum, 152–153
Teaching profession, 30, 48, 74, 78, 80–81, 103, 137, 176
Visiting scholars, 8–9
Workplace culture, 39
Early childhood education
, 139, 177–178
Empowerment
, 214
Epistemology
, 161–162
Equity
, 28, 64–65, 138, 143–144
Ethical relationality
, 192, 194–196
Ethics
, 27, 49, 51–52, 56
Evidence-based policy
, 119
Exclusion
, 64–66, 68, 139–140, 144, 147–148, 174, 200–201
Experience
, 25–26, 28, 32, 34, 36, 62–63, 66–69, 79–80, 91–92, 98–99, 117, 128, 138–139, 147, 169–170, 176, 179–180, 182, 189–197, 202–206, 211, 213–214
Future literacy approach
, 203–204
General pedagogical knowledge, 74–75
Generous scholarship, 12
Higher education, 4–5, 78, 195–196
Human rights, 66, 148
ICT, 80
Identity, 30, 32–33, 36, 39
Identity of teacher educator, 43
Inclusion, 28, 64–67, 137–139, 143, 150, 175, 203
Inclusive learning spaces, 149–150
Inclusive teacher, 150–152
Induction years, 75
Initial teacher education, 28, 73–74, 77, 79–80, 83, 138–139, 149–152, 174
Innovation, 61, 150
Institutionalization of learning, 202–203
Intersectionality, 183–184
Inuit, 138–139, 159–169, 190, 193–195
Knowledge of context, 131
Living in good ways, 146
Marginalization, 138, 144–145, 147–148
Marginalized community, 144–145, 147, 152–153
Mentoring, 8–9, 62, 77–78, 80, 169
Metaphors, 27, 36, 104–105, 184
Micro-teaching, 3
Microaggressions, 197
Moral dilemmas, 42
Multicultural, 65, 137–138, 182
Narrative inquiry, 11–12, 16, 103
Neoliberal, 62
Newly qualified teachers, 88–89, 168
Paradigm shift, 29–30, 33–34
Partnership, 7–9, 16–17, 166–168
PCK, 120–121
Pedagogical Content Knowledge (PCK), 74–75, 118
Pedagogical stance, 49
Pedagogy of teacher education, 92
Power dynamics, 164, 169
Practicum mentoring, 152–153
Preparation of teachers, 66–67, 113–114, 151–152
Professional development, 11–12, 26–28, 32, 59–60, 73–74, 77, 160
Professional learning, 28, 61, 67, 77–78, 94–95
Professional learning communities, 29, 76, 94–95
Racism, 139, 162, 177–180, 182, 184, 190–191
Reconciliation, 193–194
Reflection, 15–17, 19–20, 51–53, 75–76, 89, 114, 177
Reflective practice, 48, 177
Research-based clinical practice, 80–81
Resilience, 89, 117, 139, 204
Roma education, 200–201, 203
Scholarship in teacher education, 12
School leader, 76–77, 79, 101–103, 111–112, 120, 138–139
School reform, 38
Self-study, 8, 16–17
Self-study of teacher education practices, 8, 16
Settler colonialism, 174, 180
Social justice, 28, 60, 64, 66, 149
Social marginalization, 145
Student teachers, 36, 40–41, 56, 75–78, 92, 94, 139, 176, 178, 180
Supervision, 75–76, 168
Teacher education, 3–5, 7–9, 15–17, 56, 65, 73–75, 92, 94, 117, 125–127, 132, 140, 145–146, 151–153, 165–168
Teacher educators, 74–75, 80–81, 111–112, 115, 117–118, 138–139, 152, 176–179, 183
Teacher induction, 29, 94
Teacher shortage, 88
Teaching, pedagogy of teacher education, 42
Teaching practicum, 152–153
Teaching profession, 30, 48, 74, 78, 80–81, 103, 137, 176
Visiting scholars, 8–9
Workplace culture, 39
General pedagogical knowledge
, 74–75
Generous scholarship
, 12
Higher education
, 4–5, 78, 195–196
Human rights
, 66, 148
ICT, 80
Identity, 30, 32–33, 36, 39
Identity of teacher educator, 43
Inclusion, 28, 64–67, 137–139, 143, 150, 175, 203
Inclusive learning spaces, 149–150
Inclusive teacher, 150–152
Induction years, 75
Initial teacher education, 28, 73–74, 77, 79–80, 83, 138–139, 149–152, 174
Innovation, 61, 150
Institutionalization of learning, 202–203
Intersectionality, 183–184
Inuit, 138–139, 159–169, 190, 193–195
Knowledge of context, 131
Living in good ways, 146
Marginalization, 138, 144–145, 147–148
Marginalized community, 144–145, 147, 152–153
Mentoring, 8–9, 62, 77–78, 80, 169
Metaphors, 27, 36, 104–105, 184
Micro-teaching, 3
Microaggressions, 197
Moral dilemmas, 42
Multicultural, 65, 137–138, 182
Narrative inquiry, 11–12, 16, 103
Neoliberal, 62
Newly qualified teachers, 88–89, 168
Paradigm shift, 29–30, 33–34
Partnership, 7–9, 16–17, 166–168
PCK, 120–121
Pedagogical Content Knowledge (PCK), 74–75, 118
Pedagogical stance, 49
Pedagogy of teacher education, 92
Power dynamics, 164, 169
Practicum mentoring, 152–153
Preparation of teachers, 66–67, 113–114, 151–152
Professional development, 11–12, 26–28, 32, 59–60, 73–74, 77, 160
Professional learning, 28, 61, 67, 77–78, 94–95
Professional learning communities, 29, 76, 94–95
Racism, 139, 162, 177–180, 182, 184, 190–191
Reconciliation, 193–194
Reflection, 15–17, 19–20, 51–53, 75–76, 89, 114, 177
Reflective practice, 48, 177
Research-based clinical practice, 80–81
Resilience, 89, 117, 139, 204
Roma education, 200–201, 203
Scholarship in teacher education, 12
School leader, 76–77, 79, 101–103, 111–112, 120, 138–139
School reform, 38
Self-study, 8, 16–17
Self-study of teacher education practices, 8, 16
Settler colonialism, 174, 180
Social justice, 28, 60, 64, 66, 149
Social marginalization, 145
Student teachers, 36, 40–41, 56, 75–78, 92, 94, 139, 176, 178, 180
Supervision, 75–76, 168
Teacher education, 3–5, 7–9, 15–17, 56, 65, 73–75, 92, 94, 117, 125–127, 132, 140, 145–146, 151–153, 165–168
Teacher educators, 74–75, 80–81, 111–112, 115, 117–118, 138–139, 152, 176–179, 183
Teacher induction, 29, 94
Teacher shortage, 88
Teaching, pedagogy of teacher education, 42
Teaching practicum, 152–153
Teaching profession, 30, 48, 74, 78, 80–81, 103, 137, 176
Visiting scholars, 8–9
Workplace culture, 39
ICT
, 80
Identity
, 30, 32–33, 36, 39
Identity of teacher educator
, 43
Inclusion
, 28, 64–67, 137–139, 143, 150, 175, 203
Inclusive learning spaces
, 149–150
Inclusive teacher
, 150–152
Induction years
, 75
Initial teacher education
, 28, 73–74, 77, 79–80, 83, 138–139, 149–152, 174
Innovation
, 61, 150
Institutionalization of learning
, 202–203
Intersectionality
, 183–184
Inuit
, 138–139, 159–169, 190, 193–195
Knowledge of context
, 131
Living in good ways, 146
Marginalization, 138, 144–145, 147–148
Marginalized community, 144–145, 147, 152–153
Mentoring, 8–9, 62, 77–78, 80, 169
Metaphors, 27, 36, 104–105, 184
Micro-teaching, 3
Microaggressions, 197
Moral dilemmas, 42
Multicultural, 65, 137–138, 182
Narrative inquiry, 11–12, 16, 103
Neoliberal, 62
Newly qualified teachers, 88–89, 168
Paradigm shift, 29–30, 33–34
Partnership, 7–9, 16–17, 166–168
PCK, 120–121
Pedagogical Content Knowledge (PCK), 74–75, 118
Pedagogical stance, 49
Pedagogy of teacher education, 92
Power dynamics, 164, 169
Practicum mentoring, 152–153
Preparation of teachers, 66–67, 113–114, 151–152
Professional development, 11–12, 26–28, 32, 59–60, 73–74, 77, 160
Professional learning, 28, 61, 67, 77–78, 94–95
Professional learning communities, 29, 76, 94–95
Racism, 139, 162, 177–180, 182, 184, 190–191
Reconciliation, 193–194
Reflection, 15–17, 19–20, 51–53, 75–76, 89, 114, 177
Reflective practice, 48, 177
Research-based clinical practice, 80–81
Resilience, 89, 117, 139, 204
Roma education, 200–201, 203
Scholarship in teacher education, 12
School leader, 76–77, 79, 101–103, 111–112, 120, 138–139
School reform, 38
Self-study, 8, 16–17
Self-study of teacher education practices, 8, 16
Settler colonialism, 174, 180
Social justice, 28, 60, 64, 66, 149
Social marginalization, 145
Student teachers, 36, 40–41, 56, 75–78, 92, 94, 139, 176, 178, 180
Supervision, 75–76, 168
Teacher education, 3–5, 7–9, 15–17, 56, 65, 73–75, 92, 94, 117, 125–127, 132, 140, 145–146, 151–153, 165–168
Teacher educators, 74–75, 80–81, 111–112, 115, 117–118, 138–139, 152, 176–179, 183
Teacher induction, 29, 94
Teacher shortage, 88
Teaching, pedagogy of teacher education, 42
Teaching practicum, 152–153
Teaching profession, 30, 48, 74, 78, 80–81, 103, 137, 176
Visiting scholars, 8–9
Workplace culture, 39
Living in good ways
, 146
Marginalization
, 138, 144–145, 147–148
Marginalized community
, 144–145, 147, 152–153
Mentoring
, 8–9, 62, 77–78, 80, 169
Metaphors
, 27, 36, 104–105, 184
Micro-teaching
, 3
Microaggressions
, 197
Moral dilemmas
, 42
Multicultural
, 65, 137–138, 182
Narrative inquiry, 11–12, 16, 103
Neoliberal, 62
Newly qualified teachers, 88–89, 168
Paradigm shift, 29–30, 33–34
Partnership, 7–9, 16–17, 166–168
PCK, 120–121
Pedagogical Content Knowledge (PCK), 74–75, 118
Pedagogical stance, 49
Pedagogy of teacher education, 92
Power dynamics, 164, 169
Practicum mentoring, 152–153
Preparation of teachers, 66–67, 113–114, 151–152
Professional development, 11–12, 26–28, 32, 59–60, 73–74, 77, 160
Professional learning, 28, 61, 67, 77–78, 94–95
Professional learning communities, 29, 76, 94–95
Racism, 139, 162, 177–180, 182, 184, 190–191
Reconciliation, 193–194
Reflection, 15–17, 19–20, 51–53, 75–76, 89, 114, 177
Reflective practice, 48, 177
Research-based clinical practice, 80–81
Resilience, 89, 117, 139, 204
Roma education, 200–201, 203
Scholarship in teacher education, 12
School leader, 76–77, 79, 101–103, 111–112, 120, 138–139
School reform, 38
Self-study, 8, 16–17
Self-study of teacher education practices, 8, 16
Settler colonialism, 174, 180
Social justice, 28, 60, 64, 66, 149
Social marginalization, 145
Student teachers, 36, 40–41, 56, 75–78, 92, 94, 139, 176, 178, 180
Supervision, 75–76, 168
Teacher education, 3–5, 7–9, 15–17, 56, 65, 73–75, 92, 94, 117, 125–127, 132, 140, 145–146, 151–153, 165–168
Teacher educators, 74–75, 80–81, 111–112, 115, 117–118, 138–139, 152, 176–179, 183
Teacher induction, 29, 94
Teacher shortage, 88
Teaching, pedagogy of teacher education, 42
Teaching practicum, 152–153
Teaching profession, 30, 48, 74, 78, 80–81, 103, 137, 176
Visiting scholars, 8–9
Workplace culture, 39
Narrative inquiry
, 11–12, 16, 103
Neoliberal
, 62
Newly qualified teachers
, 88–89, 168
Paradigm shift
, 29–30, 33–34
Partnership
, 7–9, 16–17, 166–168
PCK
, 120–121
Pedagogical Content Knowledge (PCK)
, 74–75, 118
Pedagogical stance
, 49
Pedagogy of teacher education
, 92
Power dynamics
, 164, 169
Practicum mentoring
, 152–153
Preparation of teachers
, 66–67, 113–114, 151–152
Professional development
, 11–12, 26–28, 32, 59–60, 73–74, 77, 160
Professional learning
, 28, 61, 67, 77–78, 94–95
Professional learning communities
, 29, 76, 94–95
Racism, 139, 162, 177–180, 182, 184, 190–191
Reconciliation, 193–194
Reflection, 15–17, 19–20, 51–53, 75–76, 89, 114, 177
Reflective practice, 48, 177
Research-based clinical practice, 80–81
Resilience, 89, 117, 139, 204
Roma education, 200–201, 203
Scholarship in teacher education, 12
School leader, 76–77, 79, 101–103, 111–112, 120, 138–139
School reform, 38
Self-study, 8, 16–17
Self-study of teacher education practices, 8, 16
Settler colonialism, 174, 180
Social justice, 28, 60, 64, 66, 149
Social marginalization, 145
Student teachers, 36, 40–41, 56, 75–78, 92, 94, 139, 176, 178, 180
Supervision, 75–76, 168
Teacher education, 3–5, 7–9, 15–17, 56, 65, 73–75, 92, 94, 117, 125–127, 132, 140, 145–146, 151–153, 165–168
Teacher educators, 74–75, 80–81, 111–112, 115, 117–118, 138–139, 152, 176–179, 183
Teacher induction, 29, 94
Teacher shortage, 88
Teaching, pedagogy of teacher education, 42
Teaching practicum, 152–153
Teaching profession, 30, 48, 74, 78, 80–81, 103, 137, 176
Visiting scholars, 8–9
Workplace culture, 39
Racism
, 139, 162, 177–180, 182, 184, 190–191
Reconciliation
, 193–194
Reflection
, 15–17, 19–20, 51–53, 75–76, 89, 114, 177
Reflective practice
, 48, 177
Research-based clinical practice
, 80–81
Resilience
, 89, 117, 139, 204
Roma education
, 200–201, 203
Scholarship in teacher education
, 12
School leader
, 76–77, 79, 101–103, 111–112, 120, 138–139
School reform
, 38
Self-study
, 8, 16–17
Self-study of teacher education practices
, 8, 16
Settler colonialism
, 174, 180
Social justice
, 28, 60, 64, 66, 149
Social marginalization
, 145
Student teachers
, 36, 40–41, 56, 75–78, 92, 94, 139, 176, 178, 180
Supervision
, 75–76, 168
Teacher education, 3–5, 7–9, 15–17, 56, 65, 73–75, 92, 94, 117, 125–127, 132, 140, 145–146, 151–153, 165–168
Teacher educators, 74–75, 80–81, 111–112, 115, 117–118, 138–139, 152, 176–179, 183
Teacher induction, 29, 94
Teacher shortage, 88
Teaching, pedagogy of teacher education, 42
Teaching practicum, 152–153
Teaching profession, 30, 48, 74, 78, 80–81, 103, 137, 176
Visiting scholars, 8–9
Workplace culture, 39
Teacher education
, 3–5, 7–9, 15–17, 56, 65, 73–75, 92, 94, 117, 125–127, 132, 140, 145–146, 151–153, 165–168
Teacher educators
, 74–75, 80–81, 111–112, 115, 117–118, 138–139, 152, 176–179, 183
Teacher induction
, 29, 94
Teacher shortage
, 88
Teaching, pedagogy of teacher education
, 42
Teaching practicum
, 152–153
Teaching profession
, 30, 48, 74, 78, 80–81, 103, 137, 176
Visiting scholars
, 8–9
Workplace culture, 39
Workplace culture
, 39
- Prelims
- Section 1 Tributes
- Tribute to Joost Lowyck
- Tribute to Tom Russell
- Tribute to Freema Elbaz-Luwisch
- Tribute to Stefinee Pinnegar
- Tribute to Cosimo Laneve
- Section 2 Teaching Section
- Introduction
- Teacher Identity: Strong and Soft Conceptions
- Ethics, Moral, and Politics in Teachers' Virtuous Pedagogical Practice
- Teacher Professional Development: Revisiting Critical Issues
- The Role of Teacher Professional Standards for Initial Teacher Education and Continuous Professional Development: The Case of Estonia
- “Should I Stay or Should I Go?”: Unpacking Teacher Attrition/Retention as an Educational Issue
- Curriculum Design and Teaching
- Emotion and School Update: Tensions and Provocations
- The Classroom in Turmoil: Teachers' Perspective on Unplanned Controversial Issues in the Classroom
- Section 3 Education and Teacher Education With Marginalized Populations
- Introduction
- Preparing Teachers to Teach Students From Marginalized Communities
- Stirring the Embers of Inuit Teacher Education: Learning From the Past to Build a Better Future
- The Art and Design of Belonging: Lessons in Bicultural Teacher Education in Aotearoa, New Zealand
- Ethical Relationality as Resistance: Experiences of an Iskwew
- The Disclosure of Roma Pupils' Learning Experiences via Future Literacy Approaches: The Case of a Supportive Education Program in the Region of Thessaly in Greece
- Afterword
- Index