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Narratives of Learning Through International Professional Experience pp 125–138Cite as

The Influence of an International Context on a Teacher Educator’s Knowledge, Practice and Identity

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Abstract

The knowledge required by pre-service teachers has been explored by a range of researchers with many agreeing that contemporary pre-service teachers require technological, pedagogical and content knowledge. This chapter explores the influence of specific contexts on the forms of knowledge required for effective practice and suggests that teachers in the making need to be aware of the ways in which different contextual elements shape the use of knowledge as well as classroom practices.

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Authors and Affiliations

  1. Monash University, Melbourne, Australia

    Michael Phillips

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  1. Michael Phillips
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Correspondence to Michael Phillips .

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Editors and Affiliations

  1. Monash University , Melbourne, Victoria, Australia

    Ange Fitzgerald

  2. Monash University , Melbourne, Victoria, Australia

    Graham Parr

  3. Monash University , Melbourne, Victoria, Australia

    Judy Williams

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Phillips, M. (2017). The Influence of an International Context on a Teacher Educator’s Knowledge, Practice and Identity. In: Fitzgerald, A., Parr, G., Williams, J. (eds) Narratives of Learning Through International Professional Experience. Springer, Singapore. https://doi.org/10.1007/978-981-10-4867-8_9

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  • DOI: https://doi.org/10.1007/978-981-10-4867-8_9

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-4866-1

  • Online ISBN: 978-981-10-4867-8

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