© 2016

International Handbook of Teacher Education

Volume 2

  • John Loughran
  • Mary Lynn Hamilton

Table of contents

  1. Front Matter
    Pages i-viii
  2. Teacher Educators

    1. Front Matter
      Pages 1-1
    2. Vicki Ross, Elaine Chan
      Pages 3-33
    3. Carol Rodgers, Vicki Kubler LaBoskey
      Pages 71-104
    4. Lily Orland-Barak
      Pages 105-141
    5. Tom Russell, Andrea K. Martin
      Pages 143-180
    6. Mary Lynn Hamilton, Stefinee Pinnegar, Ronnie Davey
      Pages 181-237
    7. Lorena I. Guillén, Camila I. Gimenes, Ken M. Zeichner
      Pages 239-272
  3. Students of Teaching

    1. Front Matter
      Pages 273-273
    2. Paul W. Richardson, Helen M. G. Watt
      Pages 275-304
    3. Robert V. Bullough Jr., Leigh K. Smith
      Pages 305-351
    4. Alan Ovens, Dawn Garbett, Derek Hutchinson
      Pages 353-378
    5. Shawn Michael Bullock
      Pages 379-403
    6. Geert Kelchtermans, Ann Deketelaere
      Pages 429-461
    7. Sharon M. Chubbuck, Michalinos Zembylas
      Pages 463-501
    8. Mary Lynn Hamilton, John Loughran
      Pages 503-518
  4. Back Matter
    Pages 519-542

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: Teacher educators; and, students of teaching. The first examines teacher educators, their role, and the way that role influences the nature of teaching about teaching. In turn, the second explores who students of teaching are, and how that influences the relationship between teaching and learning about teaching.


Assessment in teacher education Culturally responsive education Indigenous education Mentoring in teacher education Methodologies of Inquiry Personal Practical knowledge Reflective practice Social justice and Teacher Education Student teacher research Students of teaching Teacher Educator identity Teacher education emotion in teacher education learning to teach quality in teacher education transition from student to teacher

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