Landscapes Edges And Identity Making

In this volume, experiences as narrative inquiry are explored in order to make sense of research, identities, and the response community we have created through this process. Researchers bring together thinking and experiences in the current educational landscape to better understand the ways researchers have shaped and been shaped by their work.

The dilemmas and tensions uncovered directly from the perspective of teachers and teacher educators develop narrative inquiry as a methodological approach to examining teacher knowledge in cross-cultural teaching, providing invaluable findings for teachers, teacher educators, and educational researchers internationally.

Connecting the constructs of meaning and experience in the fields of English education, teacher education, literacy and narrative inquiry, Making Meaning with Readers and Texts broadens understandings of teachers’ use of literacy practices for making meaning from classroom events.

Global Meaning Making disrupts and interrogates the contradictions and tensions in language and literacy global scholarship, reimagining global approaches that respect the histories, ways of knowing, needs, hopes and values of voices beyond the western, including those from the Global South.

The ISATT 40th Anniversary Yearbook's four volumes celebrate the research contributions of ISATT. Teacher Education in the Wake of Covid-19 pays particular attention to ways in which teaching and teacher education have been impacted by, and respond to, advances in technology and to the coronavirus pandemic.

The ISATT 40th Anniversary Yearbook, presented over three volumes, celebrates the contributions of ISATT members over time and offers current scholarly research to inform current and future teacher education and teaching.

This volume contains an Open Access Chapter The three ISATT 40th Anniversary Yearbook volumes celebrate the contributions of ISATT members over time and offers current scholarly research to inform current and future teacher education and teaching.

Bridging a gap in the literature by offering a comprehensive look at how STEM teacher education programs evolve over time, this book explores teachHOUSTON, a designer teacher education program that was created to respond to the lack of adequately prepared STEM teachers in Houston and the emerging urban school districts that surround it.