Table of Contents

1. Introduction: Calls for Social Theory in Teacher Education Research, Kathleen Nolan and Jennifer Tupper
Part I: Researching Theory and Practice as Teacher Educators
2. Examining the Nature of Teacher Education using the Principle of Contradictions: A Cultural Historical Activity Theory Perspective, Karen Goodnough, Thomas Falkenberg and Ronald J. MacDonald
3. Pursuing Relational and Differential Methodologies: From Diffraction to Monstrosity in In-service Teacher Education, Margaret MacDonald, Cher Hill, Nathalie Sinclair, Suzanne Smythe, Kelleen Toohey and Diane Dagenais
4. Bourdieuian Disruptions in Teacher Education: Teacher Candidates Thinking with / through Social Theory, Jennifer Tupper and Kathleen Nolan
Part II: On Becoming Teachers: Identity and Development in Teacher Education
5. Assembling Technology Teacher Education: Translating Technological Skills into Educational Praxis, Yu-Ling Lee
6. Confronting and Challenging Preservice Teacher Subjectivities in a Community of Excellence, Margot Ford and Joanne Ailwood
7. Teaching for 3Cs: Centring Imagination in Teacher Education, Farid Panjwani and Nicole Brown
8. Exploring Uneven Experiences in the Development of a Teaching Identity, Margaret Walshaw
Part III: (Re)Framing Experiences in the Field of Teacher Education
9. Teacher Education Field Experience: Building for the Continual Modulation in the Rubble of Humanism, Michele Sorensen
10. Interrupting the Success-Failure Binary in Teacher Education: Our Experience of Foucault’s Panopticon, Paul Betts and Lee Anne Block
11. Provoking Knowledges and Weaving Conversations in Teacher Education, Catherine Doherty
Part IV: Theorizing Teaching and Teacher Education
12. Reclaiming a Social Perspective on Learning to Teach: The Place and Promise of La Didactique du Plurilinguisme in Research on Language Teacher Education, Cécile Sabatier and Shawn Bullock
13. Love as Vocation: The Moral Experience and Value Repertoires in Teacher Education, Simone Brito
14. Social Theory's Nod to Heidegger: Contributions of Phenomenological Ontology to Teacher Education Research, Douglas Karrow, Sharon Harvey and Jie Yu
Index

Promotional Information

Offers new ways of using social theories to inform research in teacher education that moves beyond technical-rational discourses.

About the Author

Kathleen Nolan is Professor in Mathematics Education at the University of Regina, Canada.

Jennifer Tupper is Professor and Dean of the Faculty of Education at the University of Alberta, Canada.

Reviews

The need to resist techno-rationalist approaches to education has never been greater than it is today. In this book, leading scholars explore and illustrate strategies to equip teacher education students with crucial critical capacities—how to use social theory to critique and engage the practices of schooling in support of equity and social justice. A must read for teacher educators!
*Julianne Lynch, Associate Professor, Deakin University, Australia*