Index
Teaching and Teacher Education in International Contexts
ISBN: 978-1-80455-471-5, eISBN: 978-1-80455-470-8
ISSN: 1479-3687
Publication date: 10 August 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Teaching and Teacher Education in International Contexts (Advances in Research on Teaching, Vol. 42), Emerald Publishing Limited, Leeds, pp. 329-331. https://doi.org/10.1108/S1479-368720230000042035
Publisher
:Emerald Publishing Limited
Copyright © 2023 Cheryl J. Craig, Juanjo Mena and Ruth G. Kane. Published under exclusive licence by Emerald Publishing Limited
INDEX
Accountability
, 34, 37, 56, 71, 75, 145
Accountability demands
, 30, 61–62
Accreditation
, 29, 56, 58, 69, 74–75, 77–78
Accrediting bodies, competition between
, 73–74
Agency
, 35, 37, 52, 94–95, 123, 233–234, 275, 284–285, 309, 311–312, 323
Alienation
, 106
Alternative certification
, 76–77
American Educational Research Association (AERA)
, 7, 177–178, 186–187, 201
Assessment
, 42–44, 54–55, 74–75, 123, 162–163, 310
Attrition
, 8, 71–72, 145–146, 256, 283
Authority of the principal
, 170
Autonomous innovation
, 164, 168, 170
Autonomy
, 29–31, 34, 36, 84, 91, 103–104, 119, 125, 161–162, 166–168, 321
Black box
, 178, 182
Blended learning
, 190
Butterfly under a pin
, 134, 141, 147, 149, 151–152
Cliff-hanging story
, 154
Clinical practice
, 62–64, 66–67
Collaboration
, 4, 8, 12–13, 48, 66, 84, 107, 204, 236, 256
cultivating teacher resilience through intercultural interaction and
, 307–312
Commitment
, 35, 53, 67–68, 119, 183, 205–206, 284–285, 311–312
Communities of practice
, 45–46, 226–227, 236
Competency based curriculum
, 30, 39–40
Conceptions
, 101, 196–197, 200, 212–213
Conceptual model
, 178–179, 186–187, 215, 217, 225–226
Contexts of teaching
, 8, 23, 132–133
Continuing professional development (CPD)
, 53–54
COVID-19
, 190, 204, 273–274, 315–316
Critical thinking
, 268
Curriculum
, 39–40, 161–162, 237
Democratic
, 123–124, 126, 152, 279
Dewey
, 23–24, 46, 107, 132–133, 257
Digital technologies
, 299–301
Diploma teacher education
, 42
Distance teaching
, 281
Diversity
, 36, 67, 69–71
Diversity, Equity, Inclusion (DEI)
, 205–206
Educational polyphony
, 110
Emotion in education
, 102, 137
Empowerment
, 31, 91–92
Equity
, 67, 71, 119
Erasmus funding
, 188–189
Ethics
, 164, 268, 298
Every Student Succeeds Act (ESSA)
, 70–71, 73, 136–137
Existential importance
, 153–155
Eye of the storm
, 143–144, 147, 152
Financial dilemmas
, 101–102
Functional dilemmas
, 101–104
General Teaching Council of Scotland (GTCS)
, 52, 56, 58
Hidden blessings
, 154
Hidden profession
, 177, 181–182
Holmes Group
, 63–64
Identity
, 48–49, 250
In-service training
, 89
Inclusion
, 37, 162–163
Inclusive education
, 8, 162–163
Induction
, 13, 54–55, 225, 256
Innovation
, 168–169, 224–225
Integration
, 45, 240–241, 248, 301–302
Integrity
, 57, 132
International Forum on Teacher Educator Development (InFo-TED)
, 177–179, 181–182, 195–196, 212
International Study Association on Teachers and Teaching (ISATT)
, 4, 24, 233, 293, 296–297
community
, 12–13
conference
, 11–12, 16
regional conference
, 297–299
Internationalization of education
, 308
Journal of Community
, 297
Journal of Educational Administration (JEA)
, 20
Kenya
, 8–9, 30, 39–41, 43, 45
Kenya National Examination Council (KNEC)
, 41–42
Knowledge dilemmas
, 101–102
Leadership
, 19, 55, 142–143, 265–266, 310
Legitimacy
, 34, 161–162
Lesson study for learning communities (LSLC)
, 102–104, 106, 108
listening in
, 108–112
Lifelong learning
, 83–84, 89
Listening relationships
, 102–103, 106–109
Managerial professionalism
, 34–35
Managerialism
, 34–36, 101
Measuring Quality in Initial Teacher Education project (MQuITE)
, 52, 58
Miseducative experiences
, 132–133
Monkey’s paw approach
, 139–140, 147
Multiculturalism
, 34, 36, 38
NAFOL
, 191, 201, 222–224
Narrative inquiry
, 7–8, 132, 134–135
Neoliberal strategies
, 153
No Child Left Behind Act (NCLB)
, 66, 70
Norwegian Research School of Teacher Education
, 222
Novice teachers
, 15, 67, 71, 144–145
Organization for Economic and Co-operative Development (OECD)
, 58, 153, 155, 273–274
Orientation dilemmas
, 101–102
Pandemic
, 31, 90, 94, 273–274, 276, 278–279, 301, 304
Paradigm dilemmas
, 101–102
Pedagogical knowledge
, 214
Pedagogical practices
, 169, 277, 303
Pedagogy
, 48–49, 67, 75, 84, 162–163, 167, 200–201, 296, 302
Personal communication
, 139–140, 261–262, 265–266
Perspective
, 13, 15, 29, 37, 61–62, 109, 214, 301
Policy gatekeepers
, 162
Policy implementation
, 34, 162
Political dilemmas
, 101–102
Politics
, 280
Portugal
, 23, 35, 103–104, 164, 189–190
Probation
, 57
Problem of practice
, 196–197
Professional collaboration
, 203
Professional community
, 320
Professional development
, 4, 62, 83–84, 91, 183, 186–187, 236–237
Professional Development Assessment System (PDAS)
, 145–146
Professional engagement
, 55–56
Professional learning
, 8, 31, 111, 195–196, 201, 207
Professional standards
, 53, 56–57
Professionalism
, 35
Reflective practitioner
, 111
Reforms
, 39–40, 154
Research training
, 88–89
Resilience
, 318–323
Resources dilemmas
, 101–102
Retention
, 54, 68, 309
School as learning community
, 63–64
School experiencing policy
, 154
School principals
, 162, 164–168, 282
School reform
, 103, 106, 117–118, 161–162, 275
Schooling
, 30, 52, 117–118, 214, 280
Schwab
, 135–136, 153, 233, 239
Scotland
, 30, 51, 55–56, 58, 201
Self-education
, 91
Self-efficacy
, 84, 88–89
Self-learning
, 91
Self-positioning
, 93
Self-Study of Teacher Education Practices (S-STEP)
, 201, 214, 219–220
Serial interpretation
, 135
Social constructivism
, 46
Social justice
, 30, 67, 69, 71, 84, 301
Social market model
, 101
Sociality
, 132–133
South Africa
, 8, 103, 117–118
Special education teachers
, 42
Standard for Career-long Professional Learning
, 55, 57
Standard for headship
, 57
Standard for provisional registration
, 54, 57
Teacher attrition
, 8, 256
Teacher education
, 29, 31, 34, 36, 38–41, 43
Teacher educators
, 29, 61–62, 177, 181–183, 185, 195–196, 199, 212
Teacher induction
, 54–55
Teacher Induction Scheme (TIS)
, 52–55
Teacher knowledge
, 132–133
Teacher preparation
, 29, 44–45, 61–62, 66, 73–74, 291
Teacher professional development
, 35
Teacher professionalism
, 34
Teacher quality
, 101
Teacher turnover
, 67
Teaching metaphors
, 153
Teaching profession
, 29–30, 49, 281
Technology
, 45–48
Temporality
, 132–133
Values
, 3, 31, 108–109, 123, 268, 322
Virtual
, 302
Visible phenomena
, 154
Vulnerability
, 106, 277
Workforce modernization
, 54
- Prelims
- Section 1 Tributes
- Tribute to John Loughran
- Tribute to Jean Clandinin
- Tribute to Geert Kelchtermans
- Tribute to Theo Wubbels
- Tribute to Christopher Day
- Tribute to Judith Warren Little
- Section 2 Teacher Education Reform
- Introduction
- Tensions and Paradoxes in Teaching: Implications for Teacher Education
- Teacher Education Reforms in Kenya: The Past, the Present, and Mapping the Future
- Teacher Education Reform in Scotland
- Teacher Education Reform in the United States: Colliding Forces?
- Innovative Research Training in Higher Education for LSP Teachers: From Institutional Policy to the Development of Custom-Made Projects
- Section 3 School Reform Section
- Introduction
- Listening as a Basis of Reforming Schools in Asia: From Hostility to Trust
- School Reform in South Africa: A Struggle for Mobility
- “Data Is [G]od”: The Influence of Cumulative Policy Reforms on Teachers' Knowledge in an Urban Middle School in the United States
- Principals' Views in a Context of Reform: The Case of School Curriculum Policy in Portugal
- Section 4 Preparing Teacher Educators (InFo-TED) SECTION
- Introduction
- Looking Back and Looking Forward at InFo-TED—Reflecting on Purpose, Progress, and Challenges
- InFo-TED, North America: Addressing a Problem of Practice
- InFo-TED: Bringing Policy, Research, and Practice Together Around Teacher Educator Development
- Section 5 Partnerships
- Introduction
- Communities of Practice With Visiting Scholars
- Collaborative Reflection, Knowledge, and Growth: Exploring Ongoing Teacher Learning Within Knowledge Communities
- Multinational Policy Analyses: Third Time Around
- International Forum on Teacher Education as an Educational Research Partnership
- Cultivating Teacher Resilience Through Intercultural Interaction and Collaboration
- Afterword
- Index