Aboriginal education

, 115–116

Aboriginal peoples

, 115–116

Ad Hoc working habits

, 174

Administrative staff, entitled position causes difficulties for

, 270–271

Aelterman, Antonia

, 9

Aesthetic ethics

, 141–143

African “spices”

, 43

Agency

, 222–223, 256–257

Ages

, 159–160

Agrarian age

, 159

Amalgams of experience

, 235–240

professor-professor story

, 236–238

professors-graduate student story

, 235–236

restorying

, 238–240

American Association of University Professors, The (AAUP)

, 234

American Educational Research Association (AERA)

, 23–24, 72–73

Anthropology

, 282–283

Anti-racism

, 118–119, 121

Appreciative system

, 66

Apprenticeship of Observation

, 32, 66–67, 164–165

Apprenticeship training model, constructing teacher education as

, 31

Arab educational system

, 175

Arab mentors evaluations

, 175

Arizona Group, The (1997)

, 64

Art-space method, positioning narrative inquiry as

, 129–130

Artifacts

, 61–62

Artificial intelligence (AI)

, 160, 164

Arts-based research

, 129

Assessments

, 289

Association for Teacher Educators in Flanders

, 10

Augmented reality (AR)

, 164

Authenticity

, 103

Authoritarian

, 174

Autobiographical narrative inquiries

, 234–235

Balanced approach

, 244

Behaviorism Learning Theory

, 286

Beliefs

, 291

Belonging

, 98

Best practices

, 300

Best–loved self

amalgams of experience

, 235–240

consummatory experience and dead spaces

, 233–234

context of research-intensive universities

, 234

excessive entitlement

, 234

experience, education, and life

, 232–233

identity and best-loved self

, 233

literature review

, 232–234

method

, 234–235

Bias

, 217

Biennial ISATT conference (2015)

, 25

Big data

, 160

Biology

, 49–50

teacher educator

, 46

Black, Asian and minority ethnic (BAME)

, 318

Black African students

, 50–51

Black Lives Matter

, 105–106

BNA Act

, 122

British Educational Research Association

, 200–201

Broadening (tool of narrative inquiry)

, 235

Burrowing (tool of narrative inquiry)

, 235

in musical narrative inquiry

, 135–136

Butterfly under a pin

, 98

Canada on Stolen Land

, 122

Canadian poverty

, 101

Career development in teaching, vision for

, 33–34

Castle Conference

, 23–24

Classroom management and organization

, 45

Co-composing digital narrative script

, 131–132

Co-composing narrated storyboard

, 132–133

Coaching concept

, 65

Coercing teachers

, 227–228

Cognitive Learning Theory

, 286

Collaboration

, 55, 287, 292

paradoxical management of collaboration about inclusive education training

, 269–271

Collaborative cultures

, 185

Collaborative learning

, 196–197

Collaborative mentoring (Co-mentoring)

, 194, 196–197

among teachers in England, UK

, 198–199

analysis

, 200–201

applications of

, 198–200

factors facilitating positive impacts

, 204–206

findings

, 201–206

mentoring types

, 195–196

methods

, 200–201

model

, 196–198

outcomes associated with co-mentoring applications

, 201–204

program

, 202–203

School–University peer partnership in Florida, US

, 199–200

theory

, 197

Collaborative mentorship

, 197

Colonial curriculum

, 39–40

Colonial narratives

, 123–124

Colour of Poverty (COP)

, 101

Committee process

, 251

Communal ethics

, 143–144

Communities–community stories

, 93–94

Comparative approaches

, 277, 281–282

Comparative cross-national research in teaching and teacher education

, 283–285

Comparative education

, 281–282

research

, 301

Comparative framing

, 277–279, 283, 285

comparative cross-national research in teaching and teacher education

, 283–285

cross-national research

, 292–294

need for international collaboration

, 287

ontologies

, 286–288, 292

Comparative studies

, 277–278, 285

Comparative teacher education

, 294

Compassion-based coaching

, 197–198

Compassionate mentoring

, 207

Complex systems

, 162

Concave hall of mirrors, teacher education in

, 75–76

Conceptions of teacher education

, 164

Confucianism

, 131–132

Connectivism Learning Theory

, 286

Consistency

, 66

Constructivism

, 159

Constructivism Learning Theory

, 286

Constructivism theory

, 161

Constructivist approach

, 163–164

Content knowledge

, 41

Context sensitivity

, 282

Contours of systematic qualitative approach

, 266–268

Core practice approach

, 152

Council of Higher Education (CHE)

, 39–40

Counsel Group Academic Teacher Education and Professionalization (CULOV)

, 10

Covid–19

, 155–157

pandemic

, 152, 289–290

virus

, 199

Creativity

, 291

Criminal justice system

, 318–319

Critical analysis

, 91

Critical dialogue

, 98

Critical stances

, 102–103

in narrative inquirers

, 102

Critical theory

, 91

Critical transformative approach

, 152

Criticality

, 92, 104

Cross-case studies

, 268–269

Cross-national attraction

, 299–300

Cross-national collaborations

, 277

Cross-national research

, 292–294

collaboration

, 292

contextualization and sensitivity

, 293–294

disciplinary and methodological approach

, 293

ontological basis

, 292

Cross-national studies

, 283

Cross-regional collaborations

, 277

Cultural friction

culturally responsive mentoring revisited in context of

, 179

mentoring in contexts of

, 178

Culturally embedded interpretation

, 178

Culturally related dilemmas

, 174

delving into nature of

, 175

Culturally responsive mentoring revisited in context of political and cultural friction

, 179

Culturally sustaining pedagogy theories

, 226

Curriculum

, 38–39, 43, 288–289

construct of PCK

, 40–41

development programs

, 179

four knowledge domains and reflections on decolonizing curriculum

, 43–51

knowledge

, 41

modified PCK model

, 42

understanding call for decolonizing South African higher education curriculum

, 39–40

Data analysis

, 173–174

Data collection

, 258

Data sources

, 258

Dead spaces

, 233–234

Decision-making process of educational goals

, 38–39

Decolonization

, 39–40, 119

of curriculum

, 39–40, 50

education

, 118–119

knowledge domains and reflections on decolonizing curriculum

, 43–51

understanding call for decolonizing South African higher education curriculum

, 39–40

Denicolo, Pam

, 17

Department for Education (DfE)

, 303–304, 318

Department of Teacher Education

, 10

at Ghent University

, 9–10

Dewey’s conception of experience

, 81–82

Deweyan conception of knowledge

, 92–93

Didactic instructional methods

, 163

Digital narrative inquiry

, 129, 135, 139

co-composing digital narrative script

, 131–132

co-composing narrated storyboard

, 132–133

digitally restoried wounded healer narrative

, 133–135

experience

, 131

into Kadeem’s lived experience

, 130–135

revisiting field texts

, 131

Digital narrative script, co-composing

, 131–132

Digital networked platforms

, 160

Digital restorying of wounded healer story

, 130–138

digital narrative inquiry into Kadeem’s lived experience

, 130–135

Digital story script

, 132

Digital storytelling production process

, 133

Digital technology

, 289–290

course

, 70

self-directed learning for

, 68–70

Digitally restoried wounded healer narrative

, 133–135

Dilemmas

, 172–174

management strategies of moral dilemmas as related to nature of

, 177–178

Disciplinary school exclusion

, 278–279, 318–319

Discourse

, 173–174

Discursive approach

, 249

Disillusioning moments

, 225

Diversity

, 291

in ITE programs

, 317–318

Doctoral education

, 244

Doctoral supervision

, 244

contextualizing excessive faculty entitlement in doctoral supervision

, 245–248

field

, 252

key understandings

, 251–252

supervision in thesis monitoring committee, context of study

, 248–251

Doctoral-supervisor dual relationship

, 248

Dominant paradigms and implications

for education

, 160–163

for practicum mentoring

, 164–166

for teacher education

, 163–164

Druze mentors

, 175–176

Durham District School Board Positive Youth Development Strategy

, 106

Early Career Framework (ECF)

, 304

Edtech space

, 68

Education

, 92–93, 310–311, 315–316

behaviors and words make people disrespected or powerless in education and training processes

, 268–269

constructing history of paradigm shifts in

, 158–159

dominant paradigms and implications for

, 160–163

geography of

, 322

literature on paradigm shifts in

, 156–158

moral dilemmas in

, 172

policies

, 299–300

systems

, 194

Education Endowment Foundation (EEF)

, 305, 310–311

Education Foundation, The

, 5–6

Educational borrowing

, 301

Educational discourse

, 256

Educational Healthcare (EHC)

, 320–321

Educational practice, management of moral dilemmas in

, 172–173

Educative experiences

, 232–233

Effective mentorship guidance

, 151

Effective teaching

, 227

Elusive single-handed decision-making

, 173–174, 176

Embedded co-mentoring

, 197

Emergence theory

, 163–164

Emotional expectations

, 247

England, influences on teacher education policy in

, 303–305

Ethical protocols

, 201

Ethical relationality

, 112

Ethics

, 266–267

Ethnographic approach

, 249

Euro-Western knowledge system

, 119

Eurocentric “spices”

, 41

Eurocentric curriculum

, 39–40

Evidence

, 305

borrowing

, 300–301, 307, 311

evidence-based policy making

, 311

Excessive entitlement

, 217, 271

amalgams of experience

, 235–240

consummatory experience and dead spaces

, 233–234

context of research-intensive universities

, 234

in education and training

, 263–264

excessive entitlement

, 234

experience, education, and life

, 232–233

identity and best-loved self

, 233

literature review

, 232–234

method

, 234–235

from perspective of inclusive educational transformation

, 264–266

in teacher education

, 257

Excessive faculty entitlement in doctoral supervision, contextualizing

, 245–248

supervisory relationships

, 246–248

Excessive teacher entitlement

, 215–216, 255

burning question

, 224

excessive entitled attitude echoing excessive teacher entitled attitude

, 225–226

journeying inward and backward to go forward

, 224–227

liberating power of theory and theoretical thinking

, 226–227

method

, 223–224

new opening

, 225

story begets story

, 224

teacher resistance to change

, 222

theoretical orientation

, 223

unearthing causal dynamic basis of my entitled attitude

, 225

Excessive teacher/faculty entitlement

, 215, 217–218

Excluded Lives

, 316–317, 322

Exclusion in United Kingdom, context of

, 318–321

Executive Committee (EC)

, 17

Experience

, 92–93

amalgams of

, 235–240

and story

, 93

Experiential Learning Theory

, 286

Expert teachers

, 25

Facebook

, 160

Faculty, The

, 187

Faculty of Education

, 182, 186–190

Faculty staff

, 189–190

Faculty’s vision for induction

, 186–187

FaSMEd project

, 289

#FeesMustFall (movement)

, 38

Field-based narrative inquiries

, 234–235

First-order teaching

, 30–31

FIRSTMATH study

, 289

Fixed period exclusion

, 319

Flemish Interuniversity

, 9

Fluidity

, 144

Follow me mentoring

, 69

Fourth industrial revolutions (4IR)

, 159

Gamification

, 164

Gardner’s theory of multiple intelligences

, 159

Gene concept

, 25–26

General pedagogical knowledge

, 41–42, 45, 50

Generative restorying processes

, 143

Generativity

, 138

Genetics concepts

, 44–45

Gifted and talented school plotline (GT school plotline)

, 99–100

Global Education Reform Management (GERM)

, 299–300

Google Meet© platform

, 56

Hall of concave mirrors

maker pedagogy

, 70–72

modeling teaching by returning to school classroom

, 72–74

modeling teaching by sharing my self-study

, 74–75

parallels between practice and practicum

, 64–68

self-directed learning for digital technology

, 68–70

teacher education in concave hall of mirrors

, 75–76

transforming ourselves and practices

, 68–75

Hall of mirrors

, 65–66, 68

approach

, 67

model of learning

, 66

reflective practicum

, 66

Harvard Business Review, The

, 234

HE curriculum

, 39–40

Head teacher co-mentors

, 203

HEI

, 39–40

Her Majesty’s Inspectors (HMI)

, 164–165

Home international comparisons

, 321

Human experiences

, 232–233

Human inquiry

, 129

Humanism Learning Theory

, 286

“I-You” interactions

, 143–144

“I-You” relationships

, 143–144

Ideal types

, 195

Identity

and best-loved self

, 233

traps

, 135–136

In-service mentoring

, 173

Inclusion

, 316

in education

, 315–316

in ITE programs

, 317–318

Inclusive education

, 265–266, 315–316

excessive entitlement mean from perspective of inclusive educational transformation

, 264–266

paradoxical management of collaboration about inclusive education training

, 269–271

Inclusive learning spaces

, 223

Inclusive pedagogy

, 316

Inclusive professionalism

, 218

Inclusive transformation of professional educational practices

conceptual reflections

, 264–266

entitled position causes difficulties for administrative staff

, 270–271

methods

, 266–268

paradoxical management of collaboration about inclusive education training

, 269–271

two cross-case studies

, 268–269

Indigenous epistemologies

, 118–119

Indigenous knowledge systems

, 43

Indigenous peoples

, 124–125

Indigenous research

, 115

Indigenous research methodologies (IRM)

, 119

Induction

curriculum

, 187

faculty’s vision for

, 186–187

important components of

, 189–190

mentoring during

, 188–190

program

, 185

Industrial age

, 159, 161

Industrial revolutions

, 159

Influences

power of

, 307–310

on teacher education policy in England

, 303–305

Information age

, 159–160

Infrastructure age

, 160

Inheritance concept

, 48–49

Initial teacher education (ITE)

, 182, 184, 315–316

context of exclusion in United Kingdom

, 318–321

inclusion and diversity in ITE programs

, 317–318

key understandings

, 323–325

research methods

, 321–323

Initial Teacher Training (ITT)

, 303–304

core content framework

, 304

market review

, 304

Inquirers

, 87

Instagram

, 160

Institutional programs

, 153

Interculturality and sensitivity

, 141

Interim texts

, 86–87

International collaboration, need for

, 287

International inquiry

, 92

Internet of things (IOT)

, 160

Interpersonal ethics

, 139–141

interculturality and sensitivity

, 141

research team as relational response community

, 140–141

ISATT

, 3–4, 10–11, 13–14, 54–55, 82

community

, 23, 83

EC

, 17

organization

, 6

power of narrative inquiry in exploring teaching and teacher education in work of

, 82–83

ISATT Conference (2003)

, 19

ISATT conference (2007)

, 17

Israel, mentoring in

, 173

Israeli educational system

, 173

Israeli society

, 179

Jewish mentors

, 175

Joint experimentation model

, 69

Journal of Curriculum Studies

, 3

Kadeem’s “corporal punishment” thread

, 132

Kadeem’s digital narrative inquiry

, 134–135

Kadeem’s lived experience

digital narrative inquiry into

, 130–135

musical narrative inquiry into

, 135–138

Knowledge

, 41, 290

Knowledge domains and reflections on decolonizing curriculum

, 43–51

general pedagogical knowledge

, 45–50

knowledge of context

, 43

knowledge of students

, 43–45

knowledge of subject matter/content

, 50–51

Knowledge exchange

, 4

Knowledge of context

, 42–43

Knowledge of learners

, 41

Knowledge of students

, 42–43, 45

Knowledge of subject matter

, 42

Knowledge of subject matter/content

, 50–51

Kruger National Park in South Africa

, 18

Leadership program

, 31

Learning

, 164

approach

, 152

gap

, 224

of teaching

, 152

Learning Opportunities Grant (LOG)

, 101–102

LinkedIn

, 160

Literacy

, 98

narratives

, 97–98

Lived space (pillar of teacher education)

, 302–303, 305–306

Machine learning age

, 160

Maker Movement

, 70

Maker pedagogy

, 70–72

close-up view

, 71

distant view

, 71–72

Maker pedagogy lab (MPL)

, 70–71

Malta

, 185

induction in

, 185–186

Maltese schools

, 182, 190

Management strategies of moral dilemmas

, 175–177

as related to nature of dilemmas

, 177–178

Market Review

, 304

Massively Open Online Courses (MOOCs)

, 68

Master in Teaching and Learning (MTL)

, 183

Master of Education

, 5–6

Me Too movement

, 105–106

Mentor-mentee relationship

, 151

Mentoring

, 69, 151, 194

analysis

, 173–174

context

, 173

in contexts of cultural and political friction

, 178

culturally responsive mentoring revisited in context of political and cultural friction

, 179

data collection

, 173

findings

, 174–178

important components of induction program

, 189–190

during induction

, 188–190

management of moral dilemmas in educational practice

, 172–173

mentoring in Israel

, 173

method

, 173–174

moral dilemmas in education

, 172

in multicultural context

, 172

nature of mentors’ moral dilemmas

, 174–175

participants

, 173

politically related dilemmas

, 175–177

program

, 198–199

relationships

, 198–199

as supervision

, 195–196

theoretical positioning

, 172–173

Mentors

, 151

Ad Hoc working habits

, 174

authoritarian, nondialogical workplace

, 174

avoidance

, 176

culturally related dilemmas

, 174

delving into nature of culturally related dilemmas

, 175

dilemmas

, 173

management of authoritarian

, 178

management strategies

, 176

moral dilemmas

, 174–175

patriarchal norms of behavior

, 174–175

Metaphorical three-dimensional narrative inquiry space

, 131

Microaggressions

, 239

Ministry for Education

, 182

Miseducative experiences

, 232–233

Misodzi nuts

, 47–48

Modeling teaching

close-up view

, 73, 75

distant view

, 73–75

by returning to school classroom

, 72–74

by sharing my self-study

, 74–75

Modified PCK model

, 42

Monitoring committee experience

, 249–251

Moral dilemmas

, 173

in education

, 172

management of moral dilemmas in educational practice

, 172–173

management strategies of

, 175–177

as related to nature of dilemmas, management strategies of

, 177–178

Multicultural context, mentoring in

, 172

Multiple-level co-mentoring

, 206

Music

, 130

Musical narrative inquiry (see also Digital narrative inquiry)

, 136–137, 139

broadening in

, 135

burrowing in musical narrative inquiry

, 135–136

into Kadeem’s lived experience

, 135–138

musically restoried wounded healer narrative

, 137–138

Musical restorying of wounded healer story

, 130–138

musical narrative inquiry into Kadeem’s lived experience

, 135–138

Musically restoried wounded healer narrative

, 137–138

Narrated storyboard, co-composing

, 132–133

Narrative accounts

, 86–87

Narrative authority

, 102–103

Narrative inquirers

, 130–131

Narrative inquiry

, 95–96, 116, 128–129, 138, 223–224, 234–235

as art-space method, positioning

, 129–130

boundaries and borderlands

, 94–95

broadening

, 235

burrowing

, 235

critical

, 97–106

experience, education, and life

, 92–93

experience and story

, 93

historical and contemporary data

, 99–102

interim texts, research texts, and narrative accounts

, 86–87

narrative beginnings

, 83–85

new knowledge

, 105–106

potential and power of

, 82–83

power of in exploring teaching and teacher education in work of ISATT

, 82–83

professional knowledge landscape

, 93–94

research frameworks

, 97–98

research method

, 95–97

research representations

, 97

research tools

, 96

sources of evidence

, 96–97

storying-and-restorying

, 235

themes

, 105

theoretical framework

, 92–95

as third enlightenment

, 81–82

three-dimensional narrative space

, 87–88

titles and topics

, 97

tools of

, 83

use of participants’ voices

, 102–104

walking alongside

, 85

Narrative Knowing in the Human Sciences

, 81–82

Narrative methodology

, 264

National Center for Children of Poverty (NCCOP)

, 101

National network of doctoral schools

, 249

National Professional Qualifications (NPQs)

, 304

NEET

, 324–325

Nehiyaw concept

, 112

Newly Qualified Teachers (NQTs)

, 182, 185–189

faculty’s vision for induction

, 186–187

initial years of teacher’s career

, 183–186

in Malta

, 185–186

mentoring during induction

, 188–190

Niagara Falls

, 121

Niagara region

, 121

Non-Indigenous peoples

, 124–125

Nondialogical workplace

, 174

Northern Ireland Scotland (NI Scotland)

, 319

Nuts

, 47

Nyimo (round nuts)

, 47

Olson, John (cofounders of ISATT)

, 3–4

Online doctoral supervision

, 247–248

Online learning

, 289–290

ONSIDE co-mentors

, 199

ONSIDE mentoring framework

, 198–199

ONSIDE Peer Mentoring

, 203

Ontologies

, 286–288, 292

importance of alignment

, 287

institutions

, 288

instructional materials and resources

, 288–290

need for theory

, 286–287

policies

, 288

professionalism in teaching and teacher education

, 290–292

Opportunities to learn

, 290

Oppression

, 257

Optimal management strategy

, 176

Paradigm shifts in education

, 156

ages or eras

, 159–160

constructing history of paradigm shifts in education

, 158–159

dominant paradigms and implications for education

, 160–163

dominant paradigms and implications for practicum mentoring

, 164–166

dominant paradigms and implications for teacher education

, 163–164

literature on paradigm shifts in education

, 156–158

Paradoxical management of collaboration about inclusive education training

, 269–271

Parents–parent stories

, 93–94

Partnership Support Group (PSG)

, 199

Pedagogical Content Knowledge (PCK)

, 40–41

construct of

, 40–41

Pedagogical stance

, 98

Pedagogy

, 291

of teacher education

, 34

Permanent exclusion

, 319

Personal construct psychology (PCP)

, 13

Personal growth approach

, 152

Physical education teacher education (PETE)

, 57–59

analytical statements and theoretical amalgamation

, 60–61

colleagues’ comments

, 58–60

Ewerton

, 59–60

Willian

, 58–59

critical situations about social (in)justice

, 57–58

methodological choices

, 55–56

practicum

, 57

“Pick ‘n’ mix” approach

, 301

Policy borrowing

, 278, 299–302, 305

Policy development in teacher education

, 300–301

Policy formation

, 300

Policy reach through evidence borrowing, ratcheting up of

, 310–311

Policymakers

, 302

Political Economies of School Exclusion Across UK project, The

, 316

Political friction

culturally responsive mentoring revisited in context of

, 179

mentoring in contexts of

, 178

Politically related dilemmas

, 175–177

management strategies of moral dilemmas

, 175–177

management strategies of moral dilemmas as related to nature of dilemmas

, 177–178

Pope, Emerita Maureen

, 13

Pope, Maureen

, 17

Postgraduate Certificate in Educational Mentoring

, 188

Power of theory, liberating

, 226–227

Practical knowledge in students of teaching

, 32–33

Practice

, 152

, parallels between practicum and

, 64–68

teaching

, 64–65

Practicum, parallels between practice and

, 64–68

Practicum mentor

, 165–166

Practicum mentoring

, 165

dominant paradigms and implications for

, 164–166

Predict-Observe-Explain activity

, 67

Principle of economy

, 133

Professional development

, 291

Professional knowledge landscape

, 93–94

Professional learning

, 33–34

scholars of teaching and learning about teaching

, 33–34

Professional learning and development (PLD)

, 195–196

Professional learning communities (PLCs)

, 33, 197

Professional teachers

, 256

Professionalism in teaching and teacher education

, 290–292

Professor-professor story

, 236–238

Act 1

, 236–237

Act 2

, 237

Act 3

, 238

Professors-graduate students story

, 235–236

Program for International Student Assessment (PISA)

, 225–226

Psychology and Educational Sciences

, 9

Quality Assurance Department

, 185

Quality in teacher education

, 33–34

Radical constructivism

, 163–164

Rahma concept

, 112

Reality shock

, 184

Reflection-in-action

, 64–65

Reflective practicum

, 66

Reflective Practitioner, The

, 65

Reform–reform stories

, 93–94

Relational response community, research team as

, 140–141

Relative space (pillar of teacher education)

, 302–303, 306–307

Renaissance Academy

, 100

Representational space (pillar of teacher education)

, 302–303, 307, 310

Research

, 183

context of research-intensive universities

, 234

counterstory methods

, 127–128

frameworks

, 97–98

team as relational response community

, 140–141

texts

, 86–87

tools

, 96

Research Ethics and Integrity Committee

, 200–201

Reserved matters

, 319

Restorying

, 136–137, 238, 240

Reverse mentoring

, 198–199

Royal Bank Endowed Mathematics

, 3

Royal Proclamation, The (1763)

, 122–123

Scholars of teaching and learning about teaching

, 33–34

Scholarship in teacher education

, 34

School Centered Initial Teacher Training (SCITT)

, 306–307

School classroom, modeling teaching by returning to

, 72–74

School exclusion

, 321, 325–326

School Leadership Team

, 186, 189–190

School participants

, 199–200

School poverty

, 104

School reform movement

, 93–94

Schooling

, 282

School–University peer partnership in Florida, US

, 199–200

Science, technology, engineering, arts, and mathematics (STEAM)

, 291

Science education scholars

, 44

Scientific knowledge

, 265–266

Scotland temporary exclusions

, 319

Second industrial revolutions (2IR)

, 159

Second-order teaching

, 30–31

Self-directed learning for digital technology

, 68–70

close-up view

, 69

distant view

, 69–70

Self-study

, 23, 55

legitimacy of

, 24

method

, 54–55

methodology

, 67–68

modeling teaching by sharing my

, 74–75

researchers

, 24–25

school

, 223

Self-Study of Teacher Education group

, 72–73

Self-Study of Teacher Education Practices (S-STEP)

, 23–25, 39, 257

Self-study of teaching

historical roots

, 23–25

self-studies’ contributions

, 25–26

and teacher education practices

, 67–68

transforming practice through

, 23–25

Self-understanding for understanding and supporting other

, 223

Self–reflectivity

, 223

Self–study of experience

conceptual framework

, 256–257

findings

, 258

methods

, 257–258

reading teacher

, 258–259

teacher educator

, 259–260

Semi-structured in-depth interviews

, 173

Sense making process

, 140

Single-handed decision making

, 173–174, 176

Social, emotional and mental health (SEMH)

, 323–325

Social (in)justice

critical situations about

, 57–58

Luciana

, 57–58

Luiz

, 57

Social constructivism

, 163–164

Social justice

, 54

Society–society stories

, 93–94

South African Higher Education (South African HE)

, 39

understanding call for decolonizing South African higher education curriculum

, 39–40

Spatial theory

, 278, 302–303

Special Interest Group (SIG)

, 23–24

Special needs and disabilities (SEND)

, 316, 324

Spiritual dimensions in stories

Canada on stolen land

, 122

imagining forward

, 123–125

land acknowledgments really acknowledge

, 122

Lynne

, 120–121

Muna

, 117–118

Patsy

, 121–123

in relation

, 112–113

Stavros

, 118–120

Trudy

, 113–117

Wampum

, 122–123

STEM

, 235–236, 239

Stories of experience

, 97

Stories of poverty–Poverty stories

, 94–95, 97

Story, experience and

, 93

Storying

, 136–137

Storying-and-restorying (tool of narrative inquiry)

, 235

Student of teaching

, 32–33

Student teachers

, 259–260

Supervision in thesis monitoring committee

context of study

, 248–251

monitoring committee experience

, 249–251

newly established social practice

, 248–249

research method

, 249

Supervisory relationships

, 246–248

Systematic qualitative approach, contours of

, 266–268

Teach for America model

, 25, 31

Teacher agency

, 256–257

Teacher and Teaching

, 13–14

Teacher candidates

, 66

Teacher education

, 30–31, 164–165, 223, 277, 281–284, 299–300, 302–303

as apprenticeship training model, constructing

, 31

comparative cross-national research in

, 283–285

in concave hall of mirrors

, 75–76

cross-national research

, 292–294

dominant paradigms and implications for

, 163–164

influences on teacher education policy in England

, 303–305

lived space

, 302–303, 305–306

ontologies

, 286–287

policy borrowing

, 301–302

processes and programs

, 282–283

programs

, 9, 33, 75, 165

ratcheting up of policy reach through evidence borrowing

, 310–311

relative space

, 302–303, 306–307

representational space

, 302–303, 307, 310

spatial theory

, 302–303

Teacher Education or Lifelong learning education

, 152

Teacher educator

, 30–31, 196–197, 259–260, 291–292

constructing teacher education as apprenticeship training model

, 31

professional learning

, 33–34

student of teaching

, 32–33

Teacher excessive entitlement in teacher education concept

, 260

Teacher induction

, 185

Teacher inquiry

, 164

Teacher knowledge

, 42

Teacher mentors

, 188–189

Teacher resistance to change

, 222

Teacher thinking

, 14–15

“Teacher’s Professional Profile”

, 9–10

Teachers

, 187, 194, 255

Teachers as practitioners

, 222

Teachers in England, UK, co-mentoring among

, 198–199

Teachers thinking

, 277

Teachers’ agency

, 256–257

Teachers’ aversion to theory

, 224

Teachers’ disinclination

, 222

Teachforall (TF)

, 25, 31

Teaching

, 182, 277, 283–284, 317–318

approaches

, 45

comparative cross-national research in

, 283–285

cross-national research

, 292–294

methods

, 38–40

modeling

, 75

ontologies

, 286–287

scholars of teaching and learning about

, 33–34

tudent of

, 32–33

vision for career development in

, 33–34

Teaching and Learning International Survey (TALIS)

, 287

Teaching and Learning with ICT

, 68

Team teaching

, 260

“Technical-rational” approach

, 30

TEDS-M comparative cross-national study

, 287, 289–290

Texas poverty

, 100–101

Theoretical amalgamation, analytical statements and

, 60–61

Theoretical thinking

, 223, 227–228

liberating

, 226–227

Theory of collaborative mentorship

, 196

There Is No Alternative rhetoric (TINA rhetoric)

, 308

Thesis Monitoring Committees (TMC)

, 248

supervision in thesis monitoring committee, context of study

, 248–251

Third industrial revolutions (3IR)

, 159

Third-generation coaching

, 197–198

Thought-provoking analogy

, 41

Three-dimensional narrative space

, 87–88

Tissues

, 49–50

Transformative Learning

, 286

Transformativity

, 138–139

Traveling policy

, 299–300

TribalCrit

, 121

Twitter

, 160

Two Row Wampum Belt (1764)

, 122–124

Two Wampum Belt (1764)

, 123

U.S. poverty

, 101

Ubuntu

, 49

United Kingdom (UK)

, 316

context of exclusion in

, 318–321

research and development programs

, 200

University of Reading

, 14

Video conference

, 250

Virtual reality (VR)

, 164

Vygotsky’s learning theory

, 226–227

Wˆahkˆohtowin concept

, 112

Wampum

, 122–123

Two Row Wampum Belt of 1764

, 122–123

WERA International Research Network

, 294

Western Collisions

, 122–123

Western knowledge

, 39–40

WhatsApp© messages

, 57–58

Whole Language approach

, 258–259

Wholeness

, 113

Workplace norms

, 174

Wounded healer story

aesthetic ethics

, 141–143

communal ethics

, 143–144

digital and musical restorying of wounded healer story

, 130–138

distilled insights

, 138–144

generativity

, 138

interpersonal ethics

, 139–141

positioning narrative inquiry as art-space method

, 129–130

transformativity

, 138–139

Zone of proximal development (ZPD)

, 227

Zoom

, 160