The Oxford Encyclopedia of Global Perspectives on Teacher Education

The Oxford Encyclopedia of Global Perspectives on Teacher Education

The Oxford Encyclopedia of Global Perspectives on Teacher Education is international in scope and encompasses the breadth of significant scholarship in the field. It includes essays that provide an overview of the history and foundational thinking across the sprawling field of teacher education, current and historical debates, as well as essays on successful and innovative teacher education programs globally. The Encyclopedia supports students, as well as early career and more experienced researchers, by providing comprehensive, up-to-date, and critical essays on teacher education. All of the articles appear online as part of the Oxford Research Encyclopedia of Education.

Editor in Chief

Jo Lampert, La Trobe University

Associate Editors

Bruce Burnett, Australian Catholic University

Kara Viesca, University of Nebraska

Liesel Ebersöhn, University of Pretoria

Rocío García Carrión, University of Deusto

Kyounghye Seo, Ewha Women's University

Sunil Mohanty, All India Association for Educational Research

Articles

Agency in Teacher Education (Ryan Flessner, Brooke Kandel-Cisco)
Art-Informed Pedagogies in the Preparation of Teachers (Melisa Cahnmann-Taylor, Lynn Sanders-Bustle)
Bourdieu and Education (Michael Grenfell)
Complexity Theory and Teacher Education (Susan D. Martin, Vicki McQuitty)
Conceptions and Models of Teacher Education (Maureen Robinson, Rada Jancic Mogliacci)
Core Reflection Approach in Teacher Education (Fred A.J. Korthagen, Ellen E. Nuijten)
Culturally Responsive Pedagogy in Teacher Education (Conra Gist, Iesha Jackson, Bianca Nightengale-Lee, Keisha Allen)
Education and Activism (Lori Beckett)
Emotion and Teacher Education (Alberto Bellocchi)
Ethnographic Inquiry in Teacher Education (José Ignacio Rivas-Flores)
John Dewey and Teacher Education (Margaret Schmidt, Randall Everett Allsup)
Learner Engagement in Teacher Education (Kay K. Seo, Scott Gibbons)
Postcolonial Theory in Teacher Education (Radhika Viruru, Julia C. Persky)
Preparing assessment literate teachers (Christopher DeLuca, Heather Braund)
Preparing Pre-service Teachers for Rural Schools (Amy Price Azano, Jayne Downey)
Reviews of Teachers’ Beliefs (Helenrose Fives, Kit SaizdeLaMora, Nicole Barnes, Candice Chiavola)
Systemic Functional Linguistics in Teacher Education (Luciana C. de Oliveira, Sharon L. Smith)
Teacher Education for Bi/Multilingual Students (Maria Estela Brisk, Yalda M. Kaveh)
Teacher Education in Australia (Diane Mayer, Alyson Simpson, Wayne Cotton)
Teacher Education in México (Edmund T. Hamann, Juan Sánchez García, Yara Amparo López López)
Teacher Education in Russia (Roza Valeeva, Aydar Kalimullin)
Teacher Education in Singapore (Jason Loh, Guangwei Hu)
Teacher Identity Research and Development (Zoe Martínez-de-la-Hidalga, Lourdes Villardón-Gallego)
Teacher Quality in Singapore (Sylvia Chong, Saravanan Gopinathan)
The Status of Teachers (Linda Hargreaves)
Well-being and the Preparation of Teachers (Josep Gustems-Carnicer, Caterina Calderon)