Enhancing Teacher Education for an Inclusive Pluralistic World: A Shared Commitment across Multiple Landscapes

Abstract

In this chapter, we introduce readers to the volume, a collection of 13 inquiries that employ the methodology of self-study in teacher education practices (S-STEP) in culturally and linguistically diverse settings across the globe. After sharing the purpose and origins of the project, we provide an overview of the volume’s organization and brief summaries for each study. As a whole, the collection addresses two pressing yet interrelated challenges in teacher education research: understanding teacher educator development over the career span and how these scholar-practitioners prepare teachers for an increasingly diverse, mobile, and plurilingual world.

Citation

Sharkey, J. and Peercy, M.M. (2018), "Enhancing Teacher Education for an Inclusive Pluralistic World: A Shared Commitment across Multiple Landscapes", Self-Study of Language and Literacy Teacher Education Practices (Advances in Research on Teaching, Vol. 30), Emerald Publishing Limited, Leeds, pp. 1-14. https://doi.org/10.1108/S1479-368720180000030019