Teacher education pedagogies face the complex challenge of attending to standards of professionalism while being sensitive to the local changing needs of professional learning. Encounters between these two aspects of professional work are manifested, for example, through the relations between innovative, “against the grain” pedagogies and standardized criteria and accountability to policy issues and measurement. This chapter characterizes various “contact zones” across participants, contexts and contents, called for by the four categories of pedagogies (working with multimodalities, partnerships and community learning, teacher assessment, and vehicles for dissemination) that comprise this volume of International Teacher Education: Promising Pedagogies (Part C). The four categories of pedagogies join five earlier categories of pedagogies (teacher leadership, diversity, family, social justice, and technology), which are found in International Teacher Education: Promising Pedagogies (Part B). These go in with yet another five categories of pedagogies (teacher selection, reflection, narrative knowing, teacher identity and mediation and mentoring), which are found in International Teacher Education: Promising Pedagogies (Part A).
Orland-Barak, L. and Craig, C.J. (2015), "Foreword", International Teacher Education: Promising Pedagogies (Part C) (Advances in Research on Teaching, Vol. 22C), Emerald Group Publishing Limited, Bingley, pp. 1-10. https://doi.org/10.1108/S1479-368720150000022018
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