Opening Possibilities for Research in Teacher Educators’ Learning

Abstract

<p>Based on our editorial work on the <em>Sage Handbook of Research on Teacher Education</em> (2017), this chapter reviews current research that allows us to extend the scope of teacher educators and their learning. We developed a distinction between two kinds of scholarship, <em>integration</em> and <em>disruption</em>. A scholarship of integration allows us to bring ideas together while a scholarship of disruption allows us to both to contemplate <a href="https://brill.com/view/book/edcoll/9789004405363/BP000009.xml#R090015"><u>Dewey’s (1929)</u></a> idea of uncertainty and to take an inquiry stance. We use these two kinds of scholarship to discern different interpretations that guide understandings of teacher educator learning. By stretching the boundaries of teacher education outside of schools of education and classrooms, we review relevant research literature to offer insights that can help develop new ways of engaging in teacher education. We conclude that research on teacher education is not about clear answers, solutions, or theories but about understanding the complexities of how we are thinking about, and engaging in, the practices and policies of teacher education.<br /></p>