Approaches to Teaching and Teacher Education
ISATT 40th Anniversary Yearbook
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- Description
- Contents
- About
This 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.
Section 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
Cheryl J. Craig is a Professor and the Houston Endowment Endowed Chair in Urban Education in the Department of Teaching, Learning and Culture in the College of Education and Human Development, Texas A&M University.
Juanjo Mena is an Associate Professor in the Department of Education at the University of Salamanca, Spain.
Ruth G. Kane is a Professor at the Faculty of Education, University of Ottawa, Canada. She served as Director of Teacher Education at the University of Ottawa from 2006 – 2011.