Afterword

Studying Teaching and Teacher Education

ISBN: 978-1-83753-623-8, eISBN: 978-1-83753-622-1

ISSN: 1479-3687

Publication date: 10 August 2023

Citation

(2023), "Afterword", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Studying Teaching and Teacher Education (Advances in Research on Teaching, Vol. 44), Emerald Publishing Limited, Leeds, pp. 329-330. https://doi.org/10.1108/S1479-368720230000044001

Publisher

:

Emerald Publishing Limited

Copyright © 2023 Cheryl J. Craig, Juanjo Mena and Ruth G. Kane. Published under exclusive licence by Emerald Publishing Limited


A few years ago, we imagined that this 40th Anniversary ISATT Yearbook would be a volume featuring incremental change in ISATT members' research agendas since our last celebratory volume published 10 years earlier (Craig et al., 2013). How wrong we were! In between our 30th and 40th Yearbook editions, a cataclysmic pandemic rocked the world. Our regional conference in Bordeaux, France, was canceled for two years. The same thing happened to our international conference scheduled for Bari, Italy. And what would be the purpose of undertaking a mammoth 40th Anniversary Yearbook project, if there was no international conference at which to celebrate ISATT's illustrious past, pandemic-riddled present, and bright future? Then, things lightened up (a bit) and both our regional and international conferences were reinstated. At that point, our backburner 40th Anniversary ISATT Yearbook Project took on warp speed because we no longer had the luxury of time. Our book prospectus was accepted by Emerald Publishing without revision. However, what we imagined would be one volume patterning the 30th Anniversary Yearbook, became four books, each with its own title:

  • Volume 1: Teaching and Teacher Education in the Wake of Covid-19

  • Volume 2: Teaching and Teacher Education in International Contexts

  • Volume 3: Approaches to Teaching and Teacher Education

  • Volume 4: Studying Teaching and Teacher Education (this volume)

In this four-book series, themes emerged that never previously headlined ISATT's work. For example, readers found themselves introduced to sections on 1) preparing teacher educators (InFo-TED), 2) excessive entitlement, 3) technology, and 4) accountability. Also, we included tributes to past members which were threaded throughout the four-volume set. These tributes showcased the plurality of career paths that ISATT members have taken and the collaborative relationships and friendships they developed. We additionally addressed vulnerable populations throughout the globe due to the current focus on Diversity, Equity, and Inclusion (phrased differently depending on countries and organizations). We also added a whole section on Covid-19, which launched the first book. It opened up collaborative partnership research conducted globally by 29 ISATT regional representatives, which was a first of its kind. way never previously imagined. Also, the Covid and technology themes naturally spilled over to other chapters in the other three volumes because, like the pandemic itself, they leaked into other topics of inquiry.

Finally, without the hard work of many individuals working quietly behind the scenes, this ISATT four-book project would have never made its submission deadlines. As projected, ISATT's four volumes of the 40th Anniversary Yearbook will be officially launched in Bari, Italy, at our study association's 20th Biennial International Conference, which is expected to be the largest to date. Our dream of landing our four-volume print and electronic chapters/yearbook in the world's libraries – as the most representative global publication to date – has been realized. ISATT's future is on solid ground.

Reference

Craig et al., 2013 Craig, C. J. , Meijer, P. C. , & Broeckmans, J. (Eds.). (2013). From teacher thinking to teachers and teaching: The evolution of a research community. Emerald Group Publishing Limited.

Prelims
Section 1 Tributes
Tribute to John Olson
Tribute to Andrea Gallant
Tribute to Antonia Aelterman
Tribute to Maureen Pope
Tribute to Daniela Hotolean
Section 2 Self-Study
Introduction
The Essence of Being a Teacher Educator and Why It Matters
Contextualizing the Curriculum: A Teacher Educator's Response to Calls for Decolonizing the Higher Education Curriculum at a South African University
Sharing Collaborative Processes and Artifacts to Transform Our Teaching Practice: Perspectives of Social Justice in Physical Education Teacher Education (PETE)
Transforming Self and Practice: Collecting Evidence in a Hall of Concave Mirrors
Section 3 Narrative Inquiry
Introduction
Experience Leads the Way: What Makes Narrative Inquiry Critical
Attending to Spiritual Dimensions in Stories: The Imperative of Thinking Wholistically
Digital and Musical Faces of a Generative Narrative Inquiry: Restorying the Wounded Healer Story
Section 4 Mentoring
Introduction
A History of Paradigm Shifts in Education: Their Impact on Practicum Mentoring
Mentoring in Contexts of Cultural and Political Friction: Moral Dilemmas of Mentors and Their Management in Practice
The Induction of Newly Qualified Teachers: Mentoring as Part of a Coherent Approach Toward Quality Teacher Education
Co-Mentoring Amongst Teachers and Leaders in Transnational Schooling Contexts
Section 5 Excessive Entitlement
Introduction
Excessive Teacher Entitlement? Going Inward and Backward to Go Forward
The Intersection Where Excessive Entitlement and the Best-Loved Self Meet: Stories of Experience
Addressing Power Asymmetries in Doctoral Supervision
Self-Study of Experience to Understand Excessive Entitlement in Teachers and Educators
Why Is the Excessive Entitlement Unfavorable to Inclusive Transformation of Professional Educational Practices?
Section 6 Comparative Education
Introduction
The Importance of Comparative Framing in the Study of Teaching and Teacher Education
When Research Doesn't Travel: Borrowing From the US to Influence English Policy on Teacher Education
School Exclusion, Inclusion, and Diversity: Implications for Initial Teacher Education
Afterword
Index