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Intro -- Contents -- Editor and Contributors -- 1 Teacher Education Policy and Research: An Introduction -- Introduction -- Teacher Education Policy -- Teacher Education Policy and Notions of Professionalism -- Teacher Education Research and Policy -- The Contribution of This Book -- References -- 2 Teacher Education/ors in Australia: Still Shaping the Profession Despite Policy Intervention -- Introduction -- Background -- Pathways into Initial Teacher Education -- Policies Influencing Initial Teacher Education in Australia (2008-2020) -- Preparing a Profession -- National Agenda Setting -- Promoting National Excellence in Initial Teacher Education -- Developing a National Vision -- Discussion -- Postscript -- References -- 3 A Critical Examination of the Conception of Teacher Professionalism Enacted in Current Teacher Education Policy in Flanders (Belgium) -- Introduction -- The Context of the Decree of 2018 -- A Sketch of Three Decades of Reform -- The Decree of 2018 -- The Discourse of Teacher Professionalism Enacted in Current Policy Legislation -- Premise 1: Professionalism is a Quality Acquired, Possessed and Performed by Individual Teachers -- Premise 2: Professionalism Is Knowing and Performing What 'What Works' -- Premise 3: Professionalism can be Mapped and Checked -- Discussion -- References -- 4 Teaching and Teacher Education for a Post-pandemic Canada: Context, Crisis, Critique and Complication -- Context -- Crisis -- Critique -- Global-Local: Scaling Back Democracy -- School-Society: Responsibilizing the Teacher -- Research-Practice: Patrolling Boundaries -- Margin-Centre: Settling Differences -- Complication -- References -- 5 The Complex Policy Landscape of Initial Teacher Education in England: What's the Problem Represented to Be? -- Introduction -- The Context of Initial Education or Training In England.
Overview of Recent ITE Policy Development in England -- What's the Problem (of ITE in England) Represented to Be? -- What Presuppositions or Assumptions Underpin This Representation of the 'Problem'? -- How Has This Representation of the 'Problem' Come About? -- What Is Left Unproblematic in This Problem Representation? Can the 'Problem' Be Thought About Differently? -- What Effects Are Produced by This Representation of the 'Problem'? -- How/Where Has This Representation of the 'Problem' Been Produced, Disseminated and Defended? -- Conclusions -- References -- 6 Analyzing Practice, Research, and Accountability Turns in Finnish Academic Teacher Education -- Introduction -- Finnish Teacher Education: Key Characteristics -- Turns in Teacher Education: Practice, Research, and Accountability -- The Practice Turn in Finnish Teacher Education -- The University/Research Turn in Finnish Teacher Education -- The Accountability Turn in Finnish Teacher Education -- Discussion -- References -- 7 Preparing High Quality Teacher Education Graduates in an Era of Unprecedented Uncertainties: The Case of Hong Kong -- Introduction -- Pathways to Becoming Kindergarten, Primary and Secondary School Teachers in Hong Kong -- Full-Time ITE Programmes -- Part-Time ITE Programmes -- Teacher Policy Context: T-Standard+ and Training Requirements for Newly-Joined Teachers -- Preparing High Quality ITE Graduates: The Case of an Undergraduate ITE Programme in the EdUHK -- Professional Excellence -- Ethical Responsibility -- Innovation -- An Era of Unprecedented Uncertainties -- The Outbreak of COVID-19 -- Major Socio-Political Issues in Hong Kong -- Professional Competence and Teacher Buoyancy in an Era of Unprecedented Uncertainties -- Demands on New Professional Knowledge -- Third Hybrid Spaces in ITE and Communicative Safe Spaces -- Teacher Buoyancy -- References.
8 Quality Under Pressure in Dutch Teacher Education -- Introduction -- Context -- Teacher Education in the Netherlands -- Dutch Society -- Dutch Schools as a Work Environment -- The Position of Teacher Educators in the Netherlands -- Research on Teacher Education -- Current Policies -- Policy Measure: Attract second-Career Teachers -- Policy Measure: Develop Career Tracks in Teaching -- Policy Measure: "Stacking" of Teaching Qualifications -- Analysis -- Lessons to be Learned and Ways Forward -- References -- 9 Teacher Education Policy in Aotearoa New Zealand: Global Trends Meet Local Imperatives -- Quality Teaching in Aotearoa New Zealand -- New Policy in Initial Teacher Education -- Our Code, Our Standards (Teaching Council 2017). -- ITE Programme Approval, Monitoring and Review Requirements (Teaching Council 2019) -- Local and International Influences on ITE Policy -- Evidence of Contextual Influences on Aotearoa New Zealand ITE Policy -- Evidence of International Policy Influences on Aotearoa New Zealand ITE Policy -- Responding to the Policies: Research Into How Ite Programmes Respond to Te Tiriti O Waitangi and Racism -- Conclusions -- References -- 10 Teacher Education in Northern Ireland: Policy, Practice and Pragmatism -- Introduction -- Teacher Education Courses -- Reviews of Teacher Education -- Educational Research -- Teacher Education During the Pandemic-Pragmatics and Lasting Impacts? -- Conclusion -- References -- 11 Educating Teachers in the Post-Bologna Context in Portugal: Lessons Learned and Remaining Challenges -- Introduction -- A Snapshot of the Teaching Profession In Portugal: From a Teacher Surplus to the Urgency to Attract More Entrants to the Profession -- Teacher Education and the Policy Context: The Recognition of the Continuum? -- The Bologna Process and the Restructuring of Initial Teacher Education Programmes.
Lessons Learned and Remaining Challenges -- The Adoption of a Research Stance is Positive But Also Controversial -- An Inquiry-Based Approach to Teacher Education Entails More Expansive and Sophisticated Roles for Supervisors and Mentors -- The Collaborative Dimension of Professional Learning Needs to Be Enhanced -- Engaging in Joint Work to Develop a Scholarship of Teacher Education Is Both Rewarding and Challenging -- The Ethical, Social and Cultural Dimension of Teaching Needs Further Attention -- Explicit Pedagogies for Identity Development in ITE Are Crucial in the Process of Learning to Teach -- Conclusions -- References -- 12 Measuring Quality in Initial Teacher Education in Scotland: A Context-Specific Endeavour -- Introduction -- The MQuITE Project -- ITE in Scotland: A Brief History -- Conceptualising 'Measuring Quality' in ITE -- The MQuITE Framework -- Some 'Scotified' Measures of Quality in ITE -- Foreign Language Preparedness -- Career Intention -- No 'Final' Report: The ongoing impact of MQuITE -- References -- 13 Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research -- Background -- Policy Initiatives and Their Impact on U.S. Teacher Education -- National Board for Professional Teaching Standards -- Common Core State Standards -- The No Child Left Behind Act -- The Elementary and Secondary Education Act -- An Attempt at Federal Regulation of Teacher Education Providers -- The Teacher Education Report Card: Title II of the Higher Education Act -- The System of Teacher Education in the U.S. -- Higher Education Based Teacher Preparation -- Alternative Routes -- Other Pathways -- Teacher Professional and Career Development -- Current Issues in Teacher Education in the U.S. -- Accountability -- Professional Fragmentation of The Field -- Recruitment and Retention.
Disjointed Nature of Teacher Preparation, Induction and Development -- Production of Knowledge in, for, and About the Profession -- References -- 14 A Research Informed Approach to Initial Teacher Education in Wales: Intentions, Examples and Reflections -- Introduction. -- Research Informed Practice -- Policy Context -- Research Informed Teacher Education in Wales -- Coda -- References -- 15 Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching -- Introduction -- Teacher Education Policy Across the 13 Nations -- Teacher Education is in the Spotlight -- Constructing the Teaching Professional -- Constructing Teacher Education Professionalism -- Future Possibilities and Opportunities for Teacher Education Research -- Equity and Preparing Teachers for Work Within Contexts of Super-Diversity -- and Early Career Teaching -- Teacher Education Research -- Equity and Preparing Teachers for Work Within Contexts of Super-Diversity -- Early Career Teaching -- Classroom Readiness is Not the Destination -- Early Career Attrition and 'Preparedness' -- Conclusion -- References.
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Teacher education policy and research : global perspectives / / Diane Mayer, editor
