Prelims

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Studying Teaching and Teacher Education

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Advances in Research on Teaching

Series Editors: Cheryl J. Craig and Stefinee Pinnegar

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“Tilburg Dawn,” photo by Christopher M. Clark, taken in 1984 at the second conference of the International Study Association on Teacher Thinking. ^∗

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Advances in Research On Teaching Volume 44

Studying Teaching and Teacher Education: ISATT 40th Anniversary Yearbook

Edited by

Cheryl J. Craig

Texas A&M University, USA

Juanjo Mena

University of Salamanca, Spain

and

Ruth G. Kane

University of Ottawa, Canada

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2023

Editorial matter and selection © 2023 Cheryl J. Craig, Juanjo Mena and Ruth G. Kane.

Individual chapters 1–6, 8–15 and 20–29 © 2023 the respective Author/s.

Published under exclusive licence by Emerald Publishing Limited.

Individual chapters 16, 18 and 19 © 2023 by Emerald Publishing Limited.

Copyright © 2023 Emerald Publishing Limited, with The exception of The Essence of Being a Teacher Educator and Why it Matters © Taylor & Francis, Mentoring in Contexts of Cultural and Political Friction: Moral Dilemmas of Mentors and Their Management in Practice © Taylor & Francis.

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-83753-623-8 (Print)

ISBN: 978-1-83753-622-1 (Online)

ISBN: 978-1-83753-624-5 (Epub)

ISSN: 1479-3687 (Series)

List of Figures and Tables

About the Authors

Samara Moura Barreto has an EdD and Masters in Physical Education from the State University of Ceará (PPGE – UECE), Brazil. She is a Professor at the Federal Institute of Ceará (IFCE) and collaborator of PROEF – Pole of the Federal Institute of the South of Minas (IFSULDEMINAS). She is currently in the Coordination of Training and Educational Practices, Department of Physical Education at IFCE/PROEN.

Dr Ayelet Becher is a senior faculty member in the Department of Education and Psychology at The Open University of Israel. She specializes in professional education, mentoring, and professional learning in teaching and other interpersonal vocational fields. Her studies focus on how societal and institutional factors shape educational practice, curricular design, and epistemological beliefs.

Clare Brooks is a Professor of Education, and formerly Pro-Director of Education at UCL (University College London) Institute of Education. With a background in geography education and experience of having taught in London and in Arizona, her latest research has focused on quality in initial teacher education within a range of international contexts, explored through a spatial perspective.

Shawn Michael Bullock is Professor of the History of Science, Technology and Education at the University of Cambridge, UK. Shawn's research uses lenses offered by the history and philosophy of science and technology to examine issues in education, with a particular focus on teacher education and professional development. He was a co-editor of the Second International Handbook of Self-Study of Teaching and Teacher Education.

Trudy Cardinal, a Cree/Métis scholar from Northern Alberta, is an Associate Professor/Interim Grad Coordinator in the Faculty of Education, University of Alberta. As a former Elementary School teacher of 13 years, a mother, grandmother, aunty, and an Indigenous scholar she is committed to the well-being of Indigenous Peoples.

Chenkai Chi is a PhD candidate at the Faculty of Education, University of Windsor, Canada, Ontario Graduate Scholarship winner, and Graduate Research Assistant in Xu and Connelly's (2013–2020) SSHRC Partnership Grant Project. He studies West–East reciprocal learning between elementary education generalist and specialist teaching models using narrative inquiry methodology.

Darlene Ciuffetelli Parker is a Professor in the Faculty of Education and Director of Teacher Education at Brock University. She obtained her PhD from the Department of Curriculum and Teacher Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). Her narrative inquiry research focuses on social justice, poverty, equity, and well-being in secondary school systems and postsecondary teacher education.

Anthony Clarke spent a number of years as a classroom teacher in Australia before moving to Canada to work with beginning teachers, classroom teachers, and university instructors at UBC. His current interests include practicum mentoring, teacher inquiry, and schooling in comparative perspective.

Willian Lazaretti da Conceição is an Adjunct Professor at the Institute of Education Sciences. He is also Dean of the Faculty of Education and Professor in the Graduate program in Curriculum and Management at the Basic School (PPEB) of the Federal University of Pará (UFPA), Brazil. He is a postdoctoral fellow at the Interdisciplinary Center for Social Sciences – CICS at New University of Lisbon and is an ISATT member.

F. Michael Connelly is Professor Emeritus, Ontario Institute for Studies in Education, University of Toronto, and Codirector with Dr Xu of the SSHRC funded Canada-China Reciprocal Learning Partnership Grant Project. Dr Connelly holds a Honorary Doctorate from the Education University of Hong Kong, and AERA and CSSE lifetime achievement awards in curriculum and teacher education.

Luciano Nascimento Corsino has a Doctorate in Education from the State University of Campinas (Unicamp), Brazil. He is a Professor at the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS) and on the Professional Master's in School Physical Education (ProEF/UFC) program. He is the leader of the study and research group on Education, Anti-racism, Gender and Youth (GEPEA/IFRS) and is an ISATT member.

Cheryl J. Craig, PhD, is a Professor, Chair of Technology & Teacher Education, and an Endowed Chair in the Department of Teaching, Learning, and Culture at Texas A&M University. She is also the founding director of the Collaborative for Innovations in Teacher Education. Her empirical research is situated at the intersection where teaching and teacher education/curriculum meet.

Marie-Christine Deyrich, PhD, is Professor Emerita of Applied Linguistics at the University of Bordeaux. She has been involved in several European projects which include language learning for active social inclusion. Her writings deal with ethical language teaching in intercultural issues, linguistic policy, LSP learning, and teaching in higher education.

Lynne Driedger-Enns currently works in the Academic Faculty with the Maple Bear Global Schools. She is interested in people and their stories of experience in schools. Threads of identity and how we live together in good ways are woven through her research, practice, and living. She has published in Rural Teacher Education and Learning Landscapes and acted as Program Chair for the Narrative SIG of AERA.

Roseanne Kheir Farraj is the head of the English Unit at the Max Stern Yizreel Valley College in Israel. She also teaches English for Academic Purposes and English for the Purpose of International Communication (EPIC). She is also an experienced teacher educator in the field of Teaching-English-as-a-Foreign-Language. She researches the epistemic beliefs of English teachers and the ways in which these beliefs shape language curriculum implementation.

Isabel Porto Filgueiras is a Professor of the Stricto Sensu Graduate program in Physical Education at São Judas Tadeu University (USJT), Brazil. She is the leader of the study and research group Focus: Physical Education Teacher Education. In recent years, she has developed research on the relationships between teacher education, research conducted by teachers, and curriculum policies in Latin America.

Elisabete dos Santos Freire, PhD, is a Professor and Coordinator of the Stricto Sensu Graduate program in Physical Education at São Judas University, Brazil. In recent years she has led research on the school knowledge to be learned in Physical Education classes and on research conducted by teachers. She is the leader of the group Dialogues: Physical Education, School and Curriculum and is an ISATT member.

Dawn Garbett is an honorary academic at the University of Auckland, New Zealand, currently leading an international collaboration of self-study researchers who have used memory work to distil advice for themselves and colleagues in a volatile and uncertain academic environment. Dawn is the ISATT international representative and co-hosted, with Alan Ovens, the biennial 2015 ISATT conference, in Auckland, New Zealand.

Dr Hafdís Guðjónsdóttir PhD, is Professor Emeriti at the University of Iceland. She pursues qualitative research methodology, practitioner research, and self-study of teacher education practices focusing on inclusion, multicultural education, pedagogy, educational practices, and teacher professionalism. She is the coeditor of Teaching and Teacher Education.

Andrew J. Hobson is Professor of Teacher Learning and Development, and Associate Dean in the School of Education, University of Brighton, UK. He is also Editor-in-Chief of the International Journal of Mentoring and Coaching in Education and served as a member of the expert subpanel for Education for the UK's Research Excellence Framework. He is responsible for coining the term “judgementoring” and for the development of the ONSIDE Mentoring.

Janice Huber, PhD, is a Professor in the Faculty of Education, University of Alberta. She is privileged to have been an elementary teacher alongside children and families in rural, international, and urban schools, and to have also been a faculty member in teacher education at St. Francis Xavier University and the University of Regina.

Magdalena Kohout-Diaz, PhD, is a Professor at the Institute of Teaching and Education at the University of Bordeaux, France. Her research focuses on a comparative approach to inclusive education. She coorganized the first ISATT conference to be held in France in 2022 and is now the ISATT national representative for France.

HyeSeung Lee is a PhD candidate in the Department of Teaching, Learning and Culture and works as a research assistant for the Collaborative for Innovations in Teacher Education, Texas A&M University. Focusing on self-integrative teaching and teacher education, she is currently working on narrative inquiry studies into teachers' experienced sense of and practice of ‘authenticity’ in classrooms.

Ewerton Leonardo da Silva Vieira has a Masters in Physical Education from the Federal University of Rio Grande do Norte, Brazil, and specializes in clinical exercise physiology at the same institution. He was a temporary lecturer at the Federal Institute of Rio Grande do Norte and is currently teaching in the state education network.

Jing Li works as a postdoctoral research fellow at the East China Normal University. Her research areas include teacher personal-professional development in urban and rural schools; teacher knowledge community; teacher identity; teacher retention in high-needs areas; and digital narrative inquiry. Narrative inquiry and digital narrative inquiry are her methods of research.

John Loughran is a Sir John Monash Distinguished Professor and was Dean of the Faculty of Education at Monash University, Australia. Much of John's research focuses on teaching as a complex and sophisticated business. He believes teacher education should actively support and nurture teachers' professional knowledge and help it to be more highly valued, rewarded, and recognized in society and the teaching profession itself.

Juanjo Mena is an Associate Professor and Head of the Department of Education at the University of Salamanca (USAL, Spain). His research focuses on Teaching Practice, Teacher Education, Mentoring, Teacher Development and ICT. He is the treasurer of the ISATT and also spent five years as a classroom teacher. He has been recently awarded the BBVA bank project “Cultural creators: Leonardo 2022 Scholarships”.

Ian Menter was President of the British Educational Research Association (BERA), 2013–2015. He is an Emeritus Professor of Teacher Education at the University of Oxford, where he was Director of Professional Programmes in the Department of Education from 2012 to 2015. He is now a Visiting Professor at three United Kingdom universities and Kazan Federal University, Russia.

Carol A. Mullen is Professor of Educational Leadership and Policy Studies at Virginia Tech, Virginia, a J. William Fulbright Senior Scholar alumnus, and former editor of Mentoring & Tutoring. Her research in mentoring and educational leadership uses policy, justice, and equity lenses. Publications include Handbook of Social Justice Interventions in Education (2021, edited, Springer) and The Risky Business of Education Policy (2022, coedited, Routledge).

M. Shaun Murphy, PhD, is Associate Dean in the College of Education at the University of Saskatchewan. He was an elementary school teacher in rural and urban schools. His research interests include relational narrative inquiry; assessment; the interwoven lives of children, families, and teachers; and teacher education.

Luiz Sanches Neto has a Post-Doctorate in Education. He is an Adjunct Professor at the Institute of Physical Education and Sports at the Federal University of Ceará, Brazil, collaborates in the Postgraduate program in Physical Education at the Federal University of Rio Grande do Norte, and is vice-coordinator of the Professional Master's in School Physical Education (ProEF/UFC).

Cuthbert Nyamupangedengu is currently a Professor and Head of the Electrical Engineering Department at Vaal University of Technology, South Africa. His passion for teaching culminated in him completing the PGDip(HE) with distinction in July 2022.

Eunice Nyamupangedengu is an Associate Professor in Science Education at the University of the Witwatersrand (Wits), South Africa. Her area of research is self-study of teacher educator practices. Eunice believes that enhancement of teaching is a public good and, through her self-study of teaching, she suggests alternative ways of doing, thinking, being, and acting for teacher educators.

Lily Orland-Barak, PhD, is Professor in Education, former Dean of the Faculty of Education, and present Dean of Graduate and Postgraduate Studies Authority of the University of Haifa, Israel. Her research focuses on teacher professional learning, mentoring, and discursive approaches to the study of mediated teacher learning at the workplace.

Alan Ovens is an Associate Professor in the School of Curriculum and Pedagogy at the University of Auckland, New Zealand. His research investigates the complex nature of educational practice with particular attention to using forms of self-study research to investigate critical pedagogy and hybrid forms of pedagogy. His interests include embodied learning, democratic teaching, and digital technologies in education.

Eunhee Park is a Postdoctoral Associate in the Department of Teaching, Learning, and Culture, Texas A&M University. She has been a musician and a teacher for over 10 years. Her research interests include utilizing music in general education, culturally relevant curriculum, curriculum integration, preservice teacher education, a/r/t/ography, and musical narrative inquiry.

Stefinee Pinnegar is an Emeriti Professor of Teacher Education from Brigham Young University. Her research interests focus on teacher thinking and practical memory, teacher educator knowledge, and teacher development through professional development. She is specialty editor of Frontiers – Teacher Education and co-editor of Emerald's Advances in Research on Teaching series.

Tara Ratnam is an independent teacher educator and researcher based in India. Her career-long explorations have engaged her in addressing concerns arising from the ever-fluid socioculturally situated dynamics of the classroom. Her work on “excessive teacher/faculty entitlement” taps into a little researched topic in teacher education.

Ambyr Rios is an Assistant Professor of Teacher Education at Kansas State University. A two-time Teacher of the Year in separate urban school districts, she holds a BA in English from Texas A&M University, an MAT from Johns Hopkins University, a Reading Specialist Certificate from George Washington University, a Principal Certification from Texas A&M University – Corpus Christi, and a PhD in Curriculum and Instruction from Texas A&M University.

Tom Russell is Professor Emeritus, Queen's University, Canada. Tom's research focuses on reflective practice and the role of learning from experience as teacher or teacher educator. He consults about the practicum in teacher education programs in Chile. He co-edited Studying Teacher Education from 2005 to 2019.

Muna Saleh is an Assistant Professor in the Faculty of Education at Concordia University of Edmonton (CUE), former elementary and secondary school teacher, mother to three, and the author of Stories We Live and Grow By: (Re)Telling Our Experiences as Muslim Mothers and Daughters.

Stavros Stavrou is a Lecturer at the University of Saskatchewan. He holds a BSc in Mathematics and Economics; an MSc in Mathematics; and MEd and PhD in Educational Foundations. He uses narrative inquiry, antiracism education and decolonizing education in teacher education.

Patsy Steinhauer is a nehiyaw iskwew and member of Saddle Lake Cree Nation in Treaty 6 territory. She is an Associate Professor in the Indigenous Peoples Graduate Education Specialization in the Department of Educational Policy Studies and cross-appointed to the Aboriginal Teacher Education Program (ATEP) at the University of Alberta.

Maria Teresa Tatto is a Professor in the Division of Educational Leadership and Innovation at Arizona State University, and the Southwest Borderlands Professor of Comparative Education where she directs the Global Education MEd program. Her scholarship is characterized by the use of international-comparative frameworks to study schooling and teacher education systems, and more generally how the intersection of research, policy, and practice can result in more equitable and widely accessible educational opportunities for disadvantaged populations.

Ian Thompson is an Associate Professor of English Education at the Department of Education and former Director of the PGCE course. Before joining Oxford, Ian taught English for 16 years in state secondary schools. He is currently PI on the ESRC-funded project Excluded Lives: The Political Economies of School Exclusion and their Consequences. Ian is the lead editor of the journal Teaching Education.

Michelle Attard Tonna is an academic member of staff at the Faculty of Education, University of Malta, coordinating school-based mentoring on a national level. She is also Deputy Dean of the Faculty and Head of Department of Leadership for Learning and Innovation. Before joining the Faculty of Education, Michelle was engaged by the Ministry for Education and Employment as Head of Project in the Learning Outcomes Framework.

Luciana Venâncio is an Adjunct Professor at the Institute of Physical Education and Sports at the Federal University of Ceará, Brazil, and collaborates in the Postgraduate program in Physical Education at the Federal University of Rio Grande do Norte. Luciana coordinates the Professional Master's in School Physical Education and leads the study and research group on School Physical Education and Relationships to Knowledge.

Shijing Xu is the Canada Research Chair in International and Intercultural Reciprocal Learning in Education, and Professor, Faculty of Education, University of Windsor. Dr Xu codirected with Dr Connelly the Canada-China Reciprocal Learning Partnership Grant Project with narrative inquiry as the guiding methodology and developed the Teacher Education Reciprocal Learning Program between Canadian and Chinese universities.

Foreword

The International Study Association on Teachers and Teaching, which began as the International Study Association on Teacher Thinking, celebrates/ed its 40th anniversary in 2023. The study association is now a full-blown organization not only with a biennial international conference but with regional conferences as well. Additionally, there is an awards program and a small grant program. Further to this, a special kind of kinship has developed among members, making ISATT a unique affiliation.

Several features distinguish the Yearbook's four volumes. These features include tributes in each book, sections outlining distinct lines of ISATT research and reprint articles by selected authors. The four volumes also share the same frontispiece, a photo taken by Christopher Clark at the second ISATT Meeting in Tilburg, The Netherlands. Further to this, internationalism is a powerful strength streaming naturally across all four books, not as an intermittent cover story.

The titles of the four volumes are:

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

• Volume 2: Teaching and Teaching Education in the International Context

• Volume 3: Approaches to Teaching

• Volume 4: Studying Teaching, Teacher Education and Learning

In this fourth volume, Studying Teaching, Teacher Education and Learning, several topics are featured, each of which were handled by different section editors:

Tributes – Wendy Moran (Australia) and Daniela Hotolean (UK)

Self-Study of Teaching and Teacher Education Practices – Dawn Garbett and Alan Ovens (New Zealand)

Mentoring – Juanjo Mena (Spain)

Narrative Inquiry – Stefinee Pinnegar (USA)

Excessive Entitlement – Tara Ratnam (India)

Comparative Education – Maria Tatto (USA)

A special thank you is extended to the aforementioned section editors who kept the book preparation on course and on time. Thanks also goes out to Xiao Han who looked after the technicalities of manuscript preparation for the four-volume series. Hulya Avci was the research assistant who prepared three of the four indices.

As you immerse yourself in the reading of the chapters, consider how robust the activities and research agendas of ISATT members have become – even reaching new forms of reciprocity of collaborative partnership with one another. There is much to celebrate in this 40th year of existence.