A Companion to Research in Teacher Education

practitioner and organizational learning offered by a school-university research partnership.- 21 A QUEST for sustainable continuing professional development.- Section 4 Global Education Reform and Teacher Education.- 22 Teachers, curriculum and the neoliberal imaginary of education.- 23 Re-casting teacher effectiveness approaches to teacher education.- 24 The paradox of teacher agency in a glocalised world.- 25 The Marketization of Teacher Education: Threat or Opportunity?.- 26 Postfeminist Educational Media Panics, Girl Power and the Problem/Promise of 'Successful Girls'.- 27 Helping teachers and school leaders to become extra-critical of global education reform.- Section 5 Teacher Education as a Public Good.- 28 Quality of Education and the Poor: Constraints on Learning.- 29 The Future of Teacher Education: Evidence, Competence or Wisdom?.- 30 Attracting, preparing and retaining teachers in high need areas: A science as inquiry model of teacher education.- 31 Teacher education, researchand migrant children.- 32 Reforming teacher education in England: 'An economy of discourses of truth'.- 33 Teacher educators' responsibility to prepare candidates for classroom realities.- 34 Complexity and Learning: Implications for Teacher Education.- 35 The prevailing logic of teacher education: Privileging the practical in Australia, England and Scotland.- Section 6 Research, Institutional Evaluation and Evidence-based Research.- 36 On the role of philosophical work in research in teacher education.- 37 Relational Expertise: A cultural-historical approach to teacher education.- 38 Researching teacher education policy: A case study from Scotland.- 39 Researching practice as education and reform.- 40 Representing teaching within high-stakes teacher performance assessments.- 41 Research and the undermining of teacher education.- 42 The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education.- 43 The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action Now: Classroom Ready Teachers.- 44 Educating the educators: Policies and initiatives in European teacher education.- 45 Making connections in the UK and Australia: Research, teacher education and educational improvement.- Section 7 Pedagogy in Action.- 46 'If I could not make a difference why would I be a teacher?' Teaching English as an Additional Language and the quest for social justice.- 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching and English Language Learners.- 48 University coursework and school experience: The challenge to amalgamate learning.- 49 Co-configuring Design Elements and Quality Aspects in Teacher Education: A Research Agenda.- 50 Theorising teacher practice with technology: Implications for teacher education research.- 51 Capturing Science PCK through Students' experiences.- 52 Teacher sense-making in school based curriculum development through critical collaborative professional enquiry.- 53 Flows of knowledge in teaching teams: A collaborative approach to research in early childhood education.- 54 Conquering content: A key to promoting self-efficacy in primary science teaching.- 55 Mentoring of Newly Qualified Teachers in the Educational Sense.- 56 Building Teacher Confidence in Inquiry and Assessment: Experiences from a pan-European collaboration.