© 2016

International Handbook of Teacher Education

Volume 1

  • John Loughran
  • Mary Lynn Hamilton

Table of contents

  1. Front Matter
    Pages i-viii
  2. Organisation and Structure of Teacher Education

    1. Front Matter
      Pages 1-1
    2. John Loughran, Mary Lynn Hamilton
      Pages 3-22
    3. Peggy L. Placier, Moeketsi Letseka, Johannes Seroto, Jason Loh, Carmen Montecinos, Nelson Vásquez et al.
      Pages 23-68
    4. Cheryl J. Craig
      Pages 69-135
    5. Julian Kitchen, Diana Petrarca
      Pages 137-186
    6. Maria Assunção Flores
      Pages 187-230
    7. Simone White, Rachel Forgasz
      Pages 231-266
    8. Clare Kosnik, Clive Beck, A. Lin Goodwin
      Pages 267-308
  3. Knowledge and Practice of Teacher Education

    1. Front Matter
      Pages 309-309
    2. Fred A. J. Korthagen
      Pages 311-346
    3. Amanda Berry, Fien Depaepe, Jan van Driel
      Pages 347-386
    4. John Loughran, Stephen Keast, Rebecca Cooper
      Pages 387-421
    5. Marissa Rollnick, Elizabeth Mavhunga
      Pages 423-452
    6. Beatrice Avalos
      Pages 487-522
    7. Cees A. Klaassen, Richard D. Osguthorpe, Matthew N. Sanger
      Pages 523-557
  4. Back Matter
    Pages 559-582

About this book


The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of  teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers’ professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education.


Approaches to Teacher Education Complexities of Teaching and Teacher Education History of Teacher Education Organisation & Structure of Teacher Education Pedagogical Content Knowledge Pedagogical reasoning Pedagogy of teacher education Professional development of teachers Teacher Education Teacher Education Curriculum Teacher Education placement Teacher education practicum knowledge & practice of teacher education pedagogy of teacher education policy and teacher education professional knowledge of teachers reform of teacher education subject matter knowledge in teacher Education

Editors and affiliations

  • John Loughran
    • 1
  • Mary Lynn Hamilton
    • 2
  1. 1.Faculty of EducationMonash UniversityClaytonAustralia
  2. 2.School of EducationUniversity of KansasLawrenceUSA

About the editors

John Loughran is the Foundation Chair in Curriculum & Pedagogy and Dean of the Faculty of Education, Monash University. John was a science teacher for ten years before moving into teacher education. His research has spanned both science education and the related fields of professional knowledge, reflective practice and teacher research. John was the co-founding editor of Studying Teacher Education and an Executive Editor for Teachers and Teaching: Theory and Practice. He was awarded the AERA, Division K Excellence in Research in Teaching and Teacher Education for his book Developing a Pedagogy of Teacher Education (Routledge Press).

Mary Lynn Hamilton, Professor in Curriculum & Teaching, University of Kansas, combines research interests in teachers’ professional knowledge, issues of social justice, and the self-study of teaching and teacher education practices. Recent publications include (co-authored with Stefinee Pinnegar): Self-Study of practice as a genre of qualitative research: Theory, methodology, and practice (2009) and Knowing, Doing, Becoming as Teacher Educators: Identity, Intimate Scholarship, Inquiry. Additionally, she is the former co-editor of Teaching and Teacher Education, an international journal.

Bibliographic information