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Through autobiographical narrative inquiry into the experiences of five teacher educators, we illustrate an alternative way of educating teacher educators. We show how learning to be, and become, a teacher educator occurs within a particular knowledge landscape at the Centre for Research for Teacher Education and Development (CRTED) at the University of Alberta. Drawing on a conceptualization of both personal and professional knowledge landscapes (Clandinin, Schaefer, & Downey, 2014), we highlight 13 features of the CRTED knowledge landscape that were particularly salient in the shaping of two of the authors’ practices as beginning teacher educators. The CRTED knowledge landscape differs from dominant university professional knowledge landscapes and is a kind of counterstory (Lindemann Nelson, 1995) that shapes the knowledge of teacher educators in distinct ways, that is, ways that call them to attend to lives, to stay open to diverse ways of knowing and being, and to the importance of response. Through learning to be and become a teacher educator within the CRTED knowledge landscape, we show how, within this landscape, teacher educators learn to shape different knowledge landscapes with teacher education students, through enabling them to learn to attend to personal knowledge landscapes, within teacher education and future classroom spaces, knowledge landscapes in which living, telling, retelling, and reliving stories of experience with one another is education.

This scholarly work analyzes the previous 17 chapters in the International Teacher Education: Promising Pedagogies (Part C) volume. The purpose of the analysis is to distill the essence of what constitutes promising international teacher education pedagogies and how those pedagogies can best be shared. The chapters are reviewed according to the sections in which they appeared: pedagogies of working with multimodalities; pedagogies of partnerships and communities; pedagogies of teacher assessment; and vehicles for teacher education research, and dissemination. Key knowledge contributions from each chapter are emphasized. Similarities between the featured pedagogies are also highlighted. Finally, overarching themes are pinpointed.

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).

It seems only right that I begin to write the Afterword to this book on a night when the full moon is shining down on me. Mary Young taught me long ago about the importance of the moon, and particularly about the little girl in the moon. I have trouble seeing that little girl in the moon but each time the moon becomes round and full, I look for her. She seems to hide from me, to be invisible to me, even though I search for her. Mary tries to help me but only once did I think I caught a glimpse of her.

The purpose of this paper is to examine how the risk of war aroused by North Korea’s threatening actions trigger strategic responses from US multinational enterprises (MNEs) operating in South Korea. The authors compare two competing perspectives of real options and risk diversification to see which prevails when US MNEs are facing risk of war.

The authors hand collected news articles regarding North Korea’s threatening actions that may trigger strategic responses from MNEs operating in South Korea. The authors use archival data of US MNEs to verify our results.

Empirical tests of the two competing perspectives reveal that US MNEs adopt the risk diversification strategy when threatened by the risk of war. However, as MNEs have more available foreign markets outside the host country that is at risk of war, MNEs tend to take an operational flexibility approach more seriously and shift their productions to the remaining global operations. The ownership structure of the subsidiary does not appear to have significant effect on US MNEs’ strategic risk management.

This paper compares two perspectives, namely, real options and risk diversification, to observe how US MNEs treat their subsidiaries when facing risk of war in South Korea.

This paper aims to demystify the creative experiences of an extraordinary group of pastry chefs – The Malaysian World Pastry Team, champions of the 2019 World Pastry Cup. The authors adopted an expressionist theoretical lens informed by two aesthetic philosophers – John Dewey and Wassily Kandinsky.

A two-year portraiture was conducted – a qualitative methodology that draws features from phenomenology and narrative inquiry, rendering artistically and empirically written “portraits” that reflect themes and patterns of participants’ experiences. In-depth interviews, observations and material artifacts were collected amid a journey alongside nine extraordinary Malaysian pastry chefs.

Presented in story structures, the authors offer three “portraits” of culinary creativity, each representing a core essence of the creative phenomenon: creative harmony in the form of sensorial and symbolic poetry; imaginative episodes as a hypnotic state of inspiration and incubation; and the creative duality of scientific rationalism and artistic fashion. The authors delineated the intricacies of each theme by presenting them as individual narratives.

The portraits indicated that culinary creativity reflects an organic and emancipating aesthetic experience that is unbounded by formative structures or sequential processes. This provides a novel theoretical view that moves beyond conventional studies’ capitalistic frameworks, and toward the intimate viewpoints of the chef-creators. Specific contributions are discussed.

Through a unique qualitative approach and an aesthetic theoretical framework, this study provided a novel perspective on the culinary creative process. The aesthetic view captures culinary creativity through the eyes of the creator, a viewpoint less considered, yet imperative to the culinary profession.