Index

Studying Teaching and Teacher Education

ISBN: 978-1-83753-623-8, eISBN: 978-1-83753-622-1

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.) Studying Teaching and Teacher Education (Advances in Research on Teaching, Vol. 44), Emerald Publishing Limited, Leeds, pp. 331-344. https://doi.org/10.1108/S1479-368720230000044032

Publisher

:

Emerald Publishing Limited

Copyright © 2023 Cheryl J. Craig, Juanjo Mena and Ruth G. Kane. Published under exclusive licence by Emerald Publishing Limited


INDEX

Aboriginal education
, 115–116

Aboriginal peoples
, 115–116

Ad Hoc working habits
, 174

Administrative staff, entitled position causes difficulties for
, 270–271

Aelterman, Antonia
, 9

Aesthetic ethics
, 141–143

African “spices”
, 43

Agency
, 222–223, 256–257

Ages
, 159–160

Agrarian age
, 159

Amalgams of experience
, 235–240

professor-professor story
, 236–238

professors-graduate student story
, 235–236

restorying
, 238–240

American Association of University Professors, The (AAUP)
, 234

American Educational Research Association (AERA)
, 23–24, 72–73

Anthropology
, 282–283

Anti-racism
, 118–119, 121

Appreciative system
, 66

Apprenticeship of Observation
, 32, 66–67, 164–165

Apprenticeship training model, constructing teacher education as
, 31

Arab educational system
, 175

Arab mentors evaluations
, 175

Arizona Group, The (1997)
, 64

Art-space method, positioning narrative inquiry as
, 129–130

Artifacts
, 61–62

Artificial intelligence (AI)
, 160, 164

Arts-based research
, 129

Assessments
, 289

Association for Teacher Educators in Flanders
, 10

Augmented reality (AR)
, 164

Authenticity
, 103

Authoritarian
, 174

Autobiographical narrative inquiries
, 234–235

Balanced approach
, 244

Behaviorism Learning Theory
, 286

Beliefs
, 291

Belonging
, 98

Best practices
, 300

Best–loved self

amalgams of experience
, 235–240

consummatory experience and dead spaces
, 233–234

context of research-intensive universities
, 234

excessive entitlement
, 234

experience, education, and life
, 232–233

identity and best-loved self
, 233

literature review
, 232–234

method
, 234–235

Bias
, 217

Biennial ISATT conference (2015)
, 25

Big data
, 160

Biology
, 49–50

teacher educator
, 46

Black, Asian and minority ethnic (BAME)
, 318

Black African students
, 50–51

Black Lives Matter
, 105–106

BNA Act
, 122

British Educational Research Association
, 200–201

Broadening (tool of narrative inquiry)
, 235

Burrowing (tool of narrative inquiry)
, 235

in musical narrative inquiry
, 135–136

Butterfly under a pin
, 98

Canada on Stolen Land
, 122

Canadian poverty
, 101

Career development in teaching, vision for
, 33–34

Castle Conference
, 23–24

Classroom management and organization
, 45

Co-composing digital narrative script
, 131–132

Co-composing narrated storyboard
, 132–133

Coaching concept
, 65

Coercing teachers
, 227–228

Cognitive Learning Theory
, 286

Collaboration
, 55, 287, 292

paradoxical management of collaboration about inclusive education training
, 269–271

Collaborative cultures
, 185

Collaborative learning
, 196–197

Collaborative mentoring (Co-mentoring)
, 194, 196–197

among teachers in England, UK
, 198–199

analysis
, 200–201

applications of
, 198–200

factors facilitating positive impacts
, 204–206

findings
, 201–206

mentoring types
, 195–196

methods
, 200–201

model
, 196–198

outcomes associated with co-mentoring applications
, 201–204

program
, 202–203

School–University peer partnership in Florida, US
, 199–200

theory
, 197

Collaborative mentorship
, 197

Colonial curriculum
, 39–40

Colonial narratives
, 123–124

Colour of Poverty (COP)
, 101

Committee process
, 251

Communal ethics
, 143–144

Communities–community stories
, 93–94

Comparative approaches
, 277, 281–282

Comparative cross-national research in teaching and teacher education
, 283–285

Comparative education
, 281–282

research
, 301

Comparative framing
, 277–279, 283, 285

comparative cross-national research in teaching and teacher education
, 283–285

cross-national research
, 292–294

need for international collaboration
, 287

ontologies
, 286–288, 292

Comparative studies
, 277–278, 285

Comparative teacher education
, 294

Compassion-based coaching
, 197–198

Compassionate mentoring
, 207

Complex systems
, 162

Concave hall of mirrors, teacher education in
, 75–76

Conceptions of teacher education
, 164

Confucianism
, 131–132

Connectivism Learning Theory
, 286

Consistency
, 66

Constructivism
, 159

Constructivism Learning Theory
, 286

Constructivism theory
, 161

Constructivist approach
, 163–164

Content knowledge
, 41

Context sensitivity
, 282

Contours of systematic qualitative approach
, 266–268

Core practice approach
, 152

Council of Higher Education (CHE)
, 39–40

Counsel Group Academic Teacher Education and Professionalization (CULOV)
, 10

Covid–19
, 155–157

pandemic
, 152, 289–290

virus
, 199

Creativity
, 291

Criminal justice system
, 318–319

Critical analysis
, 91

Critical dialogue
, 98

Critical stances
, 102–103

in narrative inquirers
, 102

Critical theory
, 91

Critical transformative approach
, 152

Criticality
, 92, 104

Cross-case studies
, 268–269

Cross-national attraction
, 299–300

Cross-national collaborations
, 277

Cross-national research
, 292–294

collaboration
, 292

contextualization and sensitivity
, 293–294

disciplinary and methodological approach
, 293

ontological basis
, 292

Cross-national studies
, 283

Cross-regional collaborations
, 277

Cultural friction

culturally responsive mentoring revisited in context of
, 179

mentoring in contexts of
, 178

Culturally embedded interpretation
, 178

Culturally related dilemmas
, 174

delving into nature of
, 175

Culturally responsive mentoring revisited in context of political and cultural friction
, 179

Culturally sustaining pedagogy theories
, 226

Curriculum
, 38–39, 43, 288–289

construct of PCK
, 40–41

development programs
, 179

four knowledge domains and reflections on decolonizing curriculum
, 43–51

knowledge
, 41

modified PCK model
, 42

understanding call for decolonizing South African higher education curriculum
, 39–40

Data analysis
, 173–174

Data collection
, 258

Data sources
, 258

Dead spaces
, 233–234

Decision-making process of educational goals
, 38–39

Decolonization
, 39–40, 119

of curriculum
, 39–40, 50

education
, 118–119

knowledge domains and reflections on decolonizing curriculum
, 43–51

understanding call for decolonizing South African higher education curriculum
, 39–40

Denicolo, Pam
, 17

Department for Education (DfE)
, 303–304, 318

Department of Teacher Education
, 10

at Ghent University
, 9–10

Dewey’s conception of experience
, 81–82

Deweyan conception of knowledge
, 92–93

Didactic instructional methods
, 163

Digital narrative inquiry
, 129, 135, 139

co-composing digital narrative script
, 131–132

co-composing narrated storyboard
, 132–133

digitally restoried wounded healer narrative
, 133–135

experience
, 131

into Kadeem’s lived experience
, 130–135

revisiting field texts
, 131

Digital narrative script, co-composing
, 131–132

Digital networked platforms
, 160

Digital restorying of wounded healer story
, 130–138

digital narrative inquiry into Kadeem’s lived experience
, 130–135

Digital story script
, 132

Digital storytelling production process
, 133

Digital technology
, 289–290

course
, 70

self-directed learning for
, 68–70

Digitally restoried wounded healer narrative
, 133–135

Dilemmas
, 172–174

management strategies of moral dilemmas as related to nature of
, 177–178

Disciplinary school exclusion
, 278–279, 318–319

Discourse
, 173–174

Discursive approach
, 249

Disillusioning moments
, 225

Diversity
, 291

in ITE programs
, 317–318

Doctoral education
, 244

Doctoral supervision
, 244

contextualizing excessive faculty entitlement in doctoral supervision
, 245–248

field
, 252

key understandings
, 251–252

supervision in thesis monitoring committee, context of study
, 248–251

Doctoral-supervisor dual relationship
, 248

Dominant paradigms and implications

for education
, 160–163

for practicum mentoring
, 164–166

for teacher education
, 163–164

Druze mentors
, 175–176

Durham District School Board Positive Youth Development Strategy
, 106

Early Career Framework (ECF)
, 304

Edtech space
, 68

Education
, 92–93, 310–311, 315–316

behaviors and words make people disrespected or powerless in education and training processes
, 268–269

constructing history of paradigm shifts in
, 158–159

dominant paradigms and implications for
, 160–163

geography of
, 322

literature on paradigm shifts in
, 156–158

moral dilemmas in
, 172

policies
, 299–300

systems
, 194

Education Endowment Foundation (EEF)
, 305, 310–311

Education Foundation, The
, 5–6

Educational borrowing
, 301

Educational discourse
, 256

Educational Healthcare (EHC)
, 320–321

Educational practice, management of moral dilemmas in
, 172–173

Educative experiences
, 232–233

Effective mentorship guidance
, 151

Effective teaching
, 227

Elusive single-handed decision-making
, 173–174, 176

Embedded co-mentoring
, 197

Emergence theory
, 163–164

Emotional expectations
, 247

England, influences on teacher education policy in
, 303–305

Ethical protocols
, 201

Ethical relationality
, 112

Ethics
, 266–267

Ethnographic approach
, 249

Euro-Western knowledge system
, 119

Eurocentric “spices”
, 41

Eurocentric curriculum
, 39–40

Evidence
, 305

borrowing
, 300–301, 307, 311

evidence-based policy making
, 311

Excessive entitlement
, 217, 271

amalgams of experience
, 235–240

consummatory experience and dead spaces
, 233–234

context of research-intensive universities
, 234

in education and training
, 263–264

excessive entitlement
, 234

experience, education, and life
, 232–233

identity and best-loved self
, 233

literature review
, 232–234

method
, 234–235

from perspective of inclusive educational transformation
, 264–266

in teacher education
, 257

Excessive faculty entitlement in doctoral supervision, contextualizing
, 245–248

supervisory relationships
, 246–248

Excessive teacher entitlement
, 215–216, 255

burning question
, 224

excessive entitled attitude echoing excessive teacher entitled attitude
, 225–226

journeying inward and backward to go forward
, 224–227

liberating power of theory and theoretical thinking
, 226–227

method
, 223–224

new opening
, 225

story begets story
, 224

teacher resistance to change
, 222

theoretical orientation
, 223

unearthing causal dynamic basis of my entitled attitude
, 225

Excessive teacher/faculty entitlement
, 215, 217–218

Excluded Lives
, 316–317, 322

Exclusion in United Kingdom, context of
, 318–321

Executive Committee (EC)
, 17

Experience
, 92–93

amalgams of
, 235–240

and story
, 93

Experiential Learning Theory
, 286

Expert teachers
, 25

Facebook
, 160

Faculty, The
, 187

Faculty of Education
, 182, 186–190

Faculty staff
, 189–190

Faculty’s vision for induction
, 186–187

FaSMEd project
, 289

#FeesMustFall (movement)
, 38

Field-based narrative inquiries
, 234–235

First-order teaching
, 30–31

FIRSTMATH study
, 289

Fixed period exclusion
, 319

Flemish Interuniversity
, 9

Fluidity
, 144

Follow me mentoring
, 69

Fourth industrial revolutions (4IR)
, 159

Gamification
, 164

Gardner’s theory of multiple intelligences
, 159

Gene concept
, 25–26

General pedagogical knowledge
, 41–42, 45, 50

Generative restorying processes
, 143

Generativity
, 138

Genetics concepts
, 44–45

Gifted and talented school plotline (GT school plotline)
, 99–100

Global Education Reform Management (GERM)
, 299–300

Google Meet© platform
, 56

Hall of concave mirrors

maker pedagogy
, 70–72

modeling teaching by returning to school classroom
, 72–74

modeling teaching by sharing my self-study
, 74–75

parallels between practice and practicum
, 64–68

self-directed learning for digital technology
, 68–70

teacher education in concave hall of mirrors
, 75–76

transforming ourselves and practices
, 68–75

Hall of mirrors
, 65–66, 68

approach
, 67

model of learning
, 66

reflective practicum
, 66

Harvard Business Review, The
, 234

HE curriculum
, 39–40

Head teacher co-mentors
, 203

HEI
, 39–40

Her Majesty’s Inspectors (HMI)
, 164–165

Home international comparisons
, 321

Human experiences
, 232–233

Human inquiry
, 129

Humanism Learning Theory
, 286

“I-You” interactions
, 143–144

“I-You” relationships
, 143–144

Ideal types
, 195

Identity

and best-loved self
, 233

traps
, 135–136

In-service mentoring
, 173

Inclusion
, 316

in education
, 315–316

in ITE programs
, 317–318

Inclusive education
, 265–266, 315–316

excessive entitlement mean from perspective of inclusive educational transformation
, 264–266

paradoxical management of collaboration about inclusive education training
, 269–271

Inclusive learning spaces
, 223

Inclusive pedagogy
, 316

Inclusive professionalism
, 218

Inclusive transformation of professional educational practices

conceptual reflections
, 264–266

entitled position causes difficulties for administrative staff
, 270–271

methods
, 266–268

paradoxical management of collaboration about inclusive education training
, 269–271

two cross-case studies
, 268–269

Indigenous epistemologies
, 118–119

Indigenous knowledge systems
, 43

Indigenous peoples
, 124–125

Indigenous research
, 115

Indigenous research methodologies (IRM)
, 119

Induction

curriculum
, 187

faculty’s vision for
, 186–187

important components of
, 189–190

mentoring during
, 188–190

program
, 185

Industrial age
, 159, 161

Industrial revolutions
, 159

Influences

power of
, 307–310

on teacher education policy in England
, 303–305

Information age
, 159–160

Infrastructure age
, 160

Inheritance concept
, 48–49

Initial teacher education (ITE)
, 182, 184, 315–316

context of exclusion in United Kingdom
, 318–321

inclusion and diversity in ITE programs
, 317–318

key understandings
, 323–325

research methods
, 321–323

Initial Teacher Training (ITT)
, 303–304

core content framework
, 304

market review
, 304

Inquirers
, 87

Instagram
, 160

Institutional programs
, 153

Interculturality and sensitivity
, 141

Interim texts
, 86–87

International collaboration, need for
, 287

International inquiry
, 92

Internet of things (IOT)
, 160

Interpersonal ethics
, 139–141

interculturality and sensitivity
, 141

research team as relational response community
, 140–141

ISATT
, 3–4, 10–11, 13–14, 54–55, 82

community
, 23, 83

EC
, 17

organization
, 6

power of narrative inquiry in exploring teaching and teacher education in work of
, 82–83

ISATT Conference (2003)
, 19

ISATT conference (2007)
, 17

Israel, mentoring in
, 173

Israeli educational system
, 173

Israeli society
, 179

Jewish mentors
, 175

Joint experimentation model
, 69

Journal of Curriculum Studies
, 3

Kadeem’s “corporal punishment” thread
, 132

Kadeem’s digital narrative inquiry
, 134–135

Kadeem’s lived experience

digital narrative inquiry into
, 130–135

musical narrative inquiry into
, 135–138

Knowledge
, 41, 290

Knowledge domains and reflections on decolonizing curriculum
, 43–51

general pedagogical knowledge
, 45–50

knowledge of context
, 43

knowledge of students
, 43–45

knowledge of subject matter/content
, 50–51

Knowledge exchange
, 4

Knowledge of context
, 42–43

Knowledge of learners
, 41

Knowledge of students
, 42–43, 45

Knowledge of subject matter
, 42

Knowledge of subject matter/content
, 50–51

Kruger National Park in South Africa
, 18

Leadership program
, 31

Learning
, 164

approach
, 152

gap
, 224

of teaching
, 152

Learning Opportunities Grant (LOG)
, 101–102

LinkedIn
, 160

Literacy
, 98

narratives
, 97–98

Lived space (pillar of teacher education)
, 302–303, 305–306

Machine learning age
, 160

Maker Movement
, 70

Maker pedagogy
, 70–72

close-up view
, 71

distant view
, 71–72

Maker pedagogy lab (MPL)
, 70–71

Malta
, 185

induction in
, 185–186

Maltese schools
, 182, 190

Management strategies of moral dilemmas
, 175–177

as related to nature of dilemmas
, 177–178

Market Review
, 304

Massively Open Online Courses (MOOCs)
, 68

Master in Teaching and Learning (MTL)
, 183

Master of Education
, 5–6

Me Too movement
, 105–106

Mentor-mentee relationship
, 151

Mentoring
, 69, 151, 194

analysis
, 173–174

context
, 173

in contexts of cultural and political friction
, 178

culturally responsive mentoring revisited in context of political and cultural friction
, 179

data collection
, 173

findings
, 174–178

important components of induction program
, 189–190

during induction
, 188–190

management of moral dilemmas in educational practice
, 172–173

mentoring in Israel
, 173

method
, 173–174

moral dilemmas in education
, 172

in multicultural context
, 172

nature of mentors’ moral dilemmas
, 174–175

participants
, 173

politically related dilemmas
, 175–177

program
, 198–199

relationships
, 198–199

as supervision
, 195–196

theoretical positioning
, 172–173

Mentors
, 151

Ad Hoc working habits
, 174

authoritarian, nondialogical workplace
, 174

avoidance
, 176

culturally related dilemmas
, 174

delving into nature of culturally related dilemmas
, 175

dilemmas
, 173

management of authoritarian
, 178

management strategies
, 176

moral dilemmas
, 174–175

patriarchal norms of behavior
, 174–175

Metaphorical three-dimensional narrative inquiry space
, 131

Microaggressions
, 239

Ministry for Education
, 182

Miseducative experiences
, 232–233

Misodzi nuts
, 47–48

Modeling teaching

close-up view
, 73, 75

distant view
, 73–75

by returning to school classroom
, 72–74

by sharing my self-study
, 74–75

Modified PCK model
, 42

Monitoring committee experience
, 249–251

Moral dilemmas
, 173

in education
, 172

management of moral dilemmas in educational practice
, 172–173

management strategies of
, 175–177

as related to nature of dilemmas, management strategies of
, 177–178

Multicultural context, mentoring in
, 172

Multiple-level co-mentoring
, 206

Music
, 130

Musical narrative inquiry (see also Digital narrative inquiry)
, 136–137, 139

broadening in
, 135

burrowing in musical narrative inquiry
, 135–136

into Kadeem’s lived experience
, 135–138

musically restoried wounded healer narrative
, 137–138

Musical restorying of wounded healer story
, 130–138

musical narrative inquiry into Kadeem’s lived experience
, 135–138

Musically restoried wounded healer narrative
, 137–138

Narrated storyboard, co-composing
, 132–133

Narrative accounts
, 86–87

Narrative authority
, 102–103

Narrative inquirers
, 130–131

Narrative inquiry
, 95–96, 116, 128–129, 138, 223–224, 234–235

as art-space method, positioning
, 129–130

boundaries and borderlands
, 94–95

broadening
, 235

burrowing
, 235

critical
, 97–106

experience, education, and life
, 92–93

experience and story
, 93

historical and contemporary data
, 99–102

interim texts, research texts, and narrative accounts
, 86–87

narrative beginnings
, 83–85

new knowledge
, 105–106

potential and power of
, 82–83

power of in exploring teaching and teacher education in work of ISATT
, 82–83

professional knowledge landscape
, 93–94

research frameworks
, 97–98

research method
, 95–97

research representations
, 97

research tools
, 96

sources of evidence
, 96–97

storying-and-restorying
, 235

themes
, 105

theoretical framework
, 92–95

as third enlightenment
, 81–82

three-dimensional narrative space
, 87–88

titles and topics
, 97

tools of
, 83

use of participants’ voices
, 102–104

walking alongside
, 85

Narrative Knowing in the Human Sciences
, 81–82

Narrative methodology
, 264

National Center for Children of Poverty (NCCOP)
, 101

National network of doctoral schools
, 249

National Professional Qualifications (NPQs)
, 304

NEET
, 324–325

Nehiyaw concept
, 112

Newly Qualified Teachers (NQTs)
, 182, 185–189

faculty’s vision for induction
, 186–187

initial years of teacher’s career
, 183–186

in Malta
, 185–186

mentoring during induction
, 188–190

Niagara Falls
, 121

Niagara region
, 121

Non-Indigenous peoples
, 124–125

Nondialogical workplace
, 174

Northern Ireland Scotland (NI Scotland)
, 319

Nuts
, 47

Nyimo (round nuts)
, 47

Olson, John (cofounders of ISATT)
, 3–4

Online doctoral supervision
, 247–248

Online learning
, 289–290

ONSIDE co-mentors
, 199

ONSIDE mentoring framework
, 198–199

ONSIDE Peer Mentoring
, 203

Ontologies
, 286–288, 292

importance of alignment
, 287

institutions
, 288

instructional materials and resources
, 288–290

need for theory
, 286–287

policies
, 288

professionalism in teaching and teacher education
, 290–292

Opportunities to learn
, 290

Oppression
, 257

Optimal management strategy
, 176

Paradigm shifts in education
, 156

ages or eras
, 159–160

constructing history of paradigm shifts in education
, 158–159

dominant paradigms and implications for education
, 160–163

dominant paradigms and implications for practicum mentoring
, 164–166

dominant paradigms and implications for teacher education
, 163–164

literature on paradigm shifts in education
, 156–158

Paradoxical management of collaboration about inclusive education training
, 269–271

Parents–parent stories
, 93–94

Partnership Support Group (PSG)
, 199

Pedagogical Content Knowledge (PCK)
, 40–41

construct of
, 40–41

Pedagogical stance
, 98

Pedagogy
, 291

of teacher education
, 34

Permanent exclusion
, 319

Personal construct psychology (PCP)
, 13

Personal growth approach
, 152

Physical education teacher education (PETE)
, 57–59

analytical statements and theoretical amalgamation
, 60–61

colleagues’ comments
, 58–60

Ewerton
, 59–60

Willian
, 58–59

critical situations about social (in)justice
, 57–58

methodological choices
, 55–56

practicum
, 57

“Pick ‘n’ mix” approach
, 301

Policy borrowing
, 278, 299–302, 305

Policy development in teacher education
, 300–301

Policy formation
, 300

Policy reach through evidence borrowing, ratcheting up of
, 310–311

Policymakers
, 302

Political Economies of School Exclusion Across UK project, The
, 316

Political friction

culturally responsive mentoring revisited in context of
, 179

mentoring in contexts of
, 178

Politically related dilemmas
, 175–177

management strategies of moral dilemmas
, 175–177

management strategies of moral dilemmas as related to nature of dilemmas
, 177–178

Pope, Emerita Maureen
, 13

Pope, Maureen
, 17

Postgraduate Certificate in Educational Mentoring
, 188

Power of theory, liberating
, 226–227

Practical knowledge in students of teaching
, 32–33

Practice
, 152

, parallels between practicum and
, 64–68

teaching
, 64–65

Practicum, parallels between practice and
, 64–68

Practicum mentor
, 165–166

Practicum mentoring
, 165

dominant paradigms and implications for
, 164–166

Predict-Observe-Explain activity
, 67

Principle of economy
, 133

Professional development
, 291

Professional knowledge landscape
, 93–94

Professional learning
, 33–34

scholars of teaching and learning about teaching
, 33–34

Professional learning and development (PLD)
, 195–196

Professional learning communities (PLCs)
, 33, 197

Professional teachers
, 256

Professionalism in teaching and teacher education
, 290–292

Professor-professor story
, 236–238

Act 1
, 236–237

Act 2
, 237

Act 3
, 238

Professors-graduate students story
, 235–236

Program for International Student Assessment (PISA)
, 225–226

Psychology and Educational Sciences
, 9

Quality Assurance Department
, 185

Quality in teacher education
, 33–34

Radical constructivism
, 163–164

Rahma concept
, 112

Reality shock
, 184

Reflection-in-action
, 64–65

Reflective practicum
, 66

Reflective Practitioner, The
, 65

Reform–reform stories
, 93–94

Relational response community, research team as
, 140–141

Relative space (pillar of teacher education)
, 302–303, 306–307

Renaissance Academy
, 100

Representational space (pillar of teacher education)
, 302–303, 307, 310

Research
, 183

context of research-intensive universities
, 234

counterstory methods
, 127–128

frameworks
, 97–98

team as relational response community
, 140–141

texts
, 86–87

tools
, 96

Research Ethics and Integrity Committee
, 200–201

Reserved matters
, 319

Restorying
, 136–137, 238, 240

Reverse mentoring
, 198–199

Royal Bank Endowed Mathematics
, 3

Royal Proclamation, The (1763)
, 122–123

Scholars of teaching and learning about teaching
, 33–34

Scholarship in teacher education
, 34

School Centered Initial Teacher Training (SCITT)
, 306–307

School classroom, modeling teaching by returning to
, 72–74

School exclusion
, 321, 325–326

School Leadership Team
, 186, 189–190

School participants
, 199–200

School poverty
, 104

School reform movement
, 93–94

Schooling
, 282

School–University peer partnership in Florida, US
, 199–200

Science, technology, engineering, arts, and mathematics (STEAM)
, 291

Science education scholars
, 44

Scientific knowledge
, 265–266

Scotland temporary exclusions
, 319

Second industrial revolutions (2IR)
, 159

Second-order teaching
, 30–31

Self-directed learning for digital technology
, 68–70

close-up view
, 69

distant view
, 69–70

Self-study
, 23, 55

legitimacy of
, 24

method
, 54–55

methodology
, 67–68

modeling teaching by sharing my
, 74–75

researchers
, 24–25

school
, 223

Self-Study of Teacher Education group
, 72–73

Self-Study of Teacher Education Practices (S-STEP)
, 23–25, 39, 257

Self-study of teaching

historical roots
, 23–25

self-studies’ contributions
, 25–26

and teacher education practices
, 67–68

transforming practice through
, 23–25

Self-understanding for understanding and supporting other
, 223

Self–reflectivity
, 223

Self–study of experience

conceptual framework
, 256–257

findings
, 258

methods
, 257–258

reading teacher
, 258–259

teacher educator
, 259–260

Semi-structured in-depth interviews
, 173

Sense making process
, 140

Single-handed decision making
, 173–174, 176

Social, emotional and mental health (SEMH)
, 323–325

Social (in)justice

critical situations about
, 57–58

Luciana
, 57–58

Luiz
, 57

Social constructivism
, 163–164

Social justice
, 54

Society–society stories
, 93–94

South African Higher Education (South African HE)
, 39

understanding call for decolonizing South African higher education curriculum
, 39–40

Spatial theory
, 278, 302–303

Special Interest Group (SIG)
, 23–24

Special needs and disabilities (SEND)
, 316, 324

Spiritual dimensions in stories

Canada on stolen land
, 122

imagining forward
, 123–125

land acknowledgments really acknowledge
, 122

Lynne
, 120–121

Muna
, 117–118

Patsy
, 121–123

in relation
, 112–113

Stavros
, 118–120

Trudy
, 113–117

Wampum
, 122–123

STEM
, 235–236, 239

Stories of experience
, 97

Stories of poverty–Poverty stories
, 94–95, 97

Story, experience and
, 93

Storying
, 136–137

Storying-and-restorying (tool of narrative inquiry)
, 235

Student of teaching
, 32–33

Student teachers
, 259–260

Supervision in thesis monitoring committee

context of study
, 248–251

monitoring committee experience
, 249–251

newly established social practice
, 248–249

research method
, 249

Supervisory relationships
, 246–248

Systematic qualitative approach, contours of
, 266–268

Teach for America model
, 25, 31

Teacher agency
, 256–257

Teacher and Teaching
, 13–14

Teacher candidates
, 66

Teacher education
, 30–31, 164–165, 223, 277, 281–284, 299–300, 302–303

as apprenticeship training model, constructing
, 31

comparative cross-national research in
, 283–285

in concave hall of mirrors
, 75–76

cross-national research
, 292–294

dominant paradigms and implications for
, 163–164

influences on teacher education policy in England
, 303–305

lived space
, 302–303, 305–306

ontologies
, 286–287

policy borrowing
, 301–302

processes and programs
, 282–283

programs
, 9, 33, 75, 165

ratcheting up of policy reach through evidence borrowing
, 310–311

relative space
, 302–303, 306–307

representational space
, 302–303, 307, 310

spatial theory
, 302–303

Teacher Education or Lifelong learning education
, 152

Teacher educator
, 30–31, 196–197, 259–260, 291–292

constructing teacher education as apprenticeship training model
, 31

professional learning
, 33–34

student of teaching
, 32–33

Teacher excessive entitlement in teacher education concept
, 260

Teacher induction
, 185

Teacher inquiry
, 164

Teacher knowledge
, 42

Teacher mentors
, 188–189

Teacher resistance to change
, 222

Teacher thinking
, 14–15

“Teacher’s Professional Profile”
, 9–10

Teachers
, 187, 194, 255

Teachers as practitioners
, 222

Teachers in England, UK, co-mentoring among
, 198–199

Teachers thinking
, 277

Teachers’ agency
, 256–257

Teachers’ aversion to theory
, 224

Teachers’ disinclination
, 222

Teachforall (TF)
, 25, 31

Teaching
, 182, 277, 283–284, 317–318

approaches
, 45

comparative cross-national research in
, 283–285

cross-national research
, 292–294

methods
, 38–40

modeling
, 75

ontologies
, 286–287

scholars of teaching and learning about
, 33–34

tudent of
, 32–33

vision for career development in
, 33–34

Teaching and Learning International Survey (TALIS)
, 287

Teaching and Learning with ICT
, 68

Team teaching
, 260

“Technical-rational” approach
, 30

TEDS-M comparative cross-national study
, 287, 289–290

Texas poverty
, 100–101

Theoretical amalgamation, analytical statements and
, 60–61

Theoretical thinking
, 223, 227–228

liberating
, 226–227

Theory of collaborative mentorship
, 196

There Is No Alternative rhetoric (TINA rhetoric)
, 308

Thesis Monitoring Committees (TMC)
, 248

supervision in thesis monitoring committee, context of study
, 248–251

Third industrial revolutions (3IR)
, 159

Third-generation coaching
, 197–198

Thought-provoking analogy
, 41

Three-dimensional narrative space
, 87–88

Tissues
, 49–50

Transformative Learning
, 286

Transformativity
, 138–139

Traveling policy
, 299–300

TribalCrit
, 121

Twitter
, 160

Two Row Wampum Belt (1764)
, 122–124

Two Wampum Belt (1764)
, 123

U.S. poverty
, 101

Ubuntu
, 49

United Kingdom (UK)
, 316

context of exclusion in
, 318–321

research and development programs
, 200

University of Reading
, 14

Video conference
, 250

Virtual reality (VR)
, 164

Vygotsky’s learning theory
, 226–227

Wˆahkˆohtowin concept
, 112

Wampum
, 122–123

Two Row Wampum Belt of 1764
, 122–123

WERA International Research Network
, 294

Western Collisions
, 122–123

Western knowledge
, 39–40

WhatsApp© messages
, 57–58

Whole Language approach
, 258–259

Wholeness
, 113

Workplace norms
, 174

Wounded healer story

aesthetic ethics
, 141–143

communal ethics
, 143–144

digital and musical restorying of wounded healer story
, 130–138

distilled insights
, 138–144

generativity
, 138

interpersonal ethics
, 139–141

positioning narrative inquiry as art-space method
, 129–130

transformativity
, 138–139

Zone of proximal development (ZPD)
, 227

Zoom
, 160

Prelims
Section 1 Tributes
Tribute to John Olson
Tribute to Andrea Gallant
Tribute to Antonia Aelterman
Tribute to Maureen Pope
Tribute to Daniela Hotolean
Section 2 Self-Study
Introduction
The Essence of Being a Teacher Educator and Why It Matters
Contextualizing the Curriculum: A Teacher Educator's Response to Calls for Decolonizing the Higher Education Curriculum at a South African University
Sharing Collaborative Processes and Artifacts to Transform Our Teaching Practice: Perspectives of Social Justice in Physical Education Teacher Education (PETE)
Transforming Self and Practice: Collecting Evidence in a Hall of Concave Mirrors
Section 3 Narrative Inquiry
Introduction
Experience Leads the Way: What Makes Narrative Inquiry Critical
Attending to Spiritual Dimensions in Stories: The Imperative of Thinking Wholistically
Digital and Musical Faces of a Generative Narrative Inquiry: Restorying the Wounded Healer Story
Section 4 Mentoring
Introduction
A History of Paradigm Shifts in Education: Their Impact on Practicum Mentoring
Mentoring in Contexts of Cultural and Political Friction: Moral Dilemmas of Mentors and Their Management in Practice
The Induction of Newly Qualified Teachers: Mentoring as Part of a Coherent Approach Toward Quality Teacher Education
Co-Mentoring Amongst Teachers and Leaders in Transnational Schooling Contexts
Section 5 Excessive Entitlement
Introduction
Excessive Teacher Entitlement? Going Inward and Backward to Go Forward
The Intersection Where Excessive Entitlement and the Best-Loved Self Meet: Stories of Experience
Addressing Power Asymmetries in Doctoral Supervision
Self-Study of Experience to Understand Excessive Entitlement in Teachers and Educators
Why Is the Excessive Entitlement Unfavorable to Inclusive Transformation of Professional Educational Practices?
Section 6 Comparative Education
Introduction
The Importance of Comparative Framing in the Study of Teaching and Teacher Education
When Research Doesn't Travel: Borrowing From the US to Influence English Policy on Teacher Education
School Exclusion, Inclusion, and Diversity: Implications for Initial Teacher Education
Afterword
Index