Full Description
Research on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe.
The ISATT 40th Anniversary Yearbook, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from Taylor & Francis published over the past 10 years, plus cutting-edge new chapters, Studying Teaching and Teacher Education explores self-study; mentoring; the growing importance and opportunities for partnerships; the use of narratives; excessive entitlement; and accountability.
All three volumes that make up the ISATT 40th Anniversary Yearbook offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.
Contents
Section 1. Tributes
Chapter 1. Tribute to John Olson; Eleftherios Soleas
Chapter 2. Tribute to Andrea Gallant; Melissa Newberry, Philip Riley, and Jill Blackmore
Chapter 3. Tribute to Antonia Aelterman; Elke Struyf
Chapter 4. Tribute to Maureen Pope; Britt-Marie Apelgren and Marie-Louise Österlind
Chapter 5. Tribute to Daniela Hotolean; Pam Denicolo
Section 2. Self-Study
Chapter 6. Introduction; Dawn Garbett and Alan Ovens
Chapter 7. The Essence of Being a Teacher Educator and Why it Matters; John Loughran and Ian Menter
Chapter 8. Contextualizing the Curriculum: A Teacher Educator's Response to Calls for Decolonizing the Higher Education Curriculum at a South African University; Eunice Nyamupangedengu and Cuthbert Nyamupangedengu
Chapter 9. Sharing Collaborative Processes and Artefacts to Transform Our Teaching Practice: Perspectives of Social Justice in Physical Education Teacher Education (PETE); Luiz Sanches Neto and Luciana Venâncio, Willian Lazaretti da Conceição, Luciano Nascimento Corsino, Elisabete dos Santos Freire and Isabel Porto Filgueiras, Samara Moura Barreto, and Ewerton Leonardo da Silva Vieira
Chapter 10. Transforming Self and Practice: Collecting Evidence in a Hall of Concave Mirrors; Shawn Michael Bullock and Tom Russell
Section 3. Narrative Inquiry
Chapter 11. Introduction; Stefinee Pinnegar
Chapter 12. Experience Leads the Way: What Makes Narrative Inquiry Critical; Darlene Ciuffetelli Parker, and Cheryl J. Craig
Chapter 13. Attending to Spiritual Dimensions in Stories: The Imperative of Thinking Wholistically; Patsy Steinhauer, Trudy Cardinal, Muna Saleh, Stavros Stavrou, Lynne Driedger-Enns, Shaun Murphy, and Janice Huber
Chapter 14. Digital and Musical Faces of a Generative Narrative Inquiry: Restorying the Wounded Healer Story; HyeSeung Lee, Eunhee Park, Ambyr Rios, Jing Li, and Cheryl J. Craig
Section 4. Mentoring
Chapter 15. Introduction; Juanjo Mena
Chapter 16. A History of Paradigm Shifts in Education: Their Impact on Practicum Mentoring; Anthony Clarke and Juanjo Mena
Chapter 17. Mentoring in Contexts of Cultural and Political Friction:Moral Dilemmas of Mentors and Their Management in Practice; Lily Orland-Barak, Roseanne Kheir-Farraj, and Ayelet Becher
Chapter 18. The Induction of Newly Qualified Teachers: Mentoring as Part of a Coherent Approach Towards Quality Teacher Education; Michelle Attard Tonna
Chapter 19. Co-mentoring Amongst Teachers and Leaders in Transnational Schooling Contexts; Andrew J. Hobson and Carol A. Mullen
Section 5. Excessive Entitlement
Chapter 20. Introduction; Tara Ratnam
Chapter 21. Excessive Teacher Entitlement? Going Inward and Backward to Go Forward; Tara Ratnam
Chapter 22. The Intersection Where Excessive Entitlement and the Best-Loved Self Meet: Stories of Experience; Cheryl J. Craig
Chapter 23. Addressing Power Asymmetries in Doctoral Supervision; Marie-Christine Deyrich
Chapter 24. Self-Study of Experience to Understand Excessive Entitlement in Teachers and Educators; Hafdís Guðjónsdóttir
Chapter 25. Why is the Excessive Entitlement Unfavorable to Inclusive Transformation of Professional Educational Practices?; Magdalena Kohout-Diaz
Section 6. Accountability
Chapter 26. Introduction; Maria Teresa Tatto
Chapter 27. The Importance of Comparative Framing in The Study of Teaching and Teacher Education; Maria Teresa Tatto and Ian Menter
Chapter 28. When Research Doesn't Travel: Borrowing from The US to Influence English Policy on Teacher Education; Clare Brooks
Chapter 29. School Exclusion, Inclusion and Diversity: Implications for Initial Teacher Education; Ian Thompson
