Springer International Research, Policy and Practice in Teacher Education: Insider Perspectives

This unique book is an important source of information for all of those who educate future teachers and those who participate in teacher education as students, researchers, educators and policymakers. The volume also contributes to the international development of higher quality and research-led teacher education provision by providing clear evidence of policy impact. It draws on original research studies, conducted across eight countries in North America, Europe and Australia to analyse the impact of teacher education policy initiatives on ‘insiders’ in the fields, including education students, teacher educators and mentors in schools. In achieving this, the various chapters in the book analyse the commonalities and differentiations in the many policy reforms in teacher education currently being implemented by national governments. The book reveals some of the hidden consequences of these recent ‘reform’ efforts. It is also of use for leaders and policy makers in teacher education, providing them with insider perspectives from both theory and practice and making it possible for them to develop research-informed decisions that take into account the voices of insiders. Few texts have considered international policy trends alongside the impact they have had on significant stakeholder groups ‘inside’ teacher education. In redressing this omission, the book contributes to a better understanding of and improved practice of work in teacher education, both pre- and in-service. Review “This volume is beneficial in that it provides an international perspective of global teacher education reform from those who are in a key position to teach and provide education. The volume emphasizes the combination of theory and practice in tertiary-level teacher education. Therefore, this volume can provide broader insights for academic researchers, teacher educators, administrators, and learners who are interested in cutting-edge research on tertiary-level teacher education.” (Pan Meng-Jun and Huang Ya-Ting, Higher Education, Vol. 79, 2020) “This thoroughly thought-provoking book can be of great interest to a wide range of readership in TE such as student teachers, TEds, and policy makers. Particularly, foreign language practitioners and researchers stand to enormously benefit from this timely and valuable contribution, given that many of the issues discussed, like autonomy, agency, and identity are gaining momentum in their domain.” (Boudjemaa Dendenne and Ali Derakhshan, Iranian Journal of Language Teaching Research, Vol. 7 (3), October, 2019) From the Back Cover This unique book is an important source of information for all of those who educate future teachers and those who participate in teacher education as students, researchers, educators and policymakers. The volume also contributes to the international development of higher quality and research-led teacher education provision by providing clear evidence of policy impact. It draws on original research studies, conducted across eight countries in North America, Europe and Australia to analyse the impact of teacher education policy initiatives on ‘insiders’ in the fields, including education students, teacher educators and mentors in schools. In achieving this, the various chapters in the book analyse the commonalities and differentiations in the many policy reforms in teacher education currently being implemented by national governments. The book reveals some of the hidden consequences of these recent ‘reform’ efforts. It is also of use for leaders and policy makers in teacher education, providing them with insider perspectives from both theory and practice and making it possible for them to develop research-informed decisions that take into account the voices of insiders. Few texts have considered international policy trends alongside the impact they have had on significant stakeholder groups ‘inside’ teacher education. In redressing