Description
Book SynopsisThis volume contains an Open Access Chapter
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 the Finnish Educational Research Association (FERA) and Taylor & Francis published over the past 10 years, plus cutting-edge new chapters, Approaches to Teaching and Teacher Education explores established and innovative approaches to teaching and teacher support. The chapters explore teacher development, identity, morals, ethics and politics and teaching and teacher education with vulnerable and marginalized populations.
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.
Table of ContentsSection 1. Tributes
Chapter 1. Tribute to Joost Lowyck; Jan Broeckmans
Chapter 2. Tribute to Tom Russell; Andrea K. Martin
Chapter 3. Tribute to Freema Elbaz-Luwisch; Cheryl J. Craig
Chapter 4. Tribute to Stefinee Pinnegar; Melissa Newberry, Mary Rice, and Ramona Cutri
Chapter 5. Tribute to Cosimo Laneve; Loredana Perla
Section 2. Teaching Section
Chapter 6. Introduction; Laura Sara Agrati
Chapter 7. Teacher Identity: Strong and Soft Conceptions; Khalil Gholami and Sonia Faraji
Chapter 8. Ethics, Moral, and Politics in Teachers’ Virtuous Pedagogical Practice; Jukka Husu and Auli Toom
Chapter 9. Teacher Professional Development: Re-visiting Critical Issues; Beatrice Ávalos
Chapter 10. The Role of Teacher Professional Standards for Initial Teacher Education and Continuous Professional Development: The Case of Estonia; Äli Leijen, Margus Pedaste, and Natalia Edisherashvili
Chapter 11. Should I Stay or Should I Go?’: Unpacking Teacher Attrition/Retention as an Educational Issue; Geert Kelchtermans
Chapter 12. Curriculum Design and Teaching; Loredana Perla, Laura Sara Agrati, and Viviana Vinci
Chapter 13. Emotion and School Update: Tensions and Provocations; Melissa Newberry and Phil Riley
Chapter 14. The Classroom in Turmoil: Teachers’ Perspective on Unplanned Controversial Issues in the Classroom; Charlot Cassar, Ida Oosterheert, and Paulien C. Meijer OPEN ACCESS
Section 3. Education and Teacher Education with Marginalized Populations
Chapter 15. Introduction; Ruth G. Kane
Chapter 16. Preparing Teachers to Teach Students from Marginalized Communities; Manpreet Kaur and Balwant Singh
Chapter 17. Stirring the Embers of Inuit Teacher Education: Learning from the Past to Build a Better Future; Kathy Snow
Chapter 18. The Art and Design of Belonging: Lessons in Bicultural Teacher Education in Aotearoa, New Zealand; Tracy Dayman
Chapter 19. Ethical Relationality as Resistance: Experiences of an Iskwew; Keri Cheechoo
Chapter 20. 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; Alexandra Stavrianoudaki, Christos Govaris, Kostas Magos, Eleni Gana, Stavroula Kaldi, and Charoula Stahopoulou
