The Palgrave Handbook of Teacher Education Research

<div><div>Section 1: The Supply, Recruitment and Retention of Teachers</div><div>Chapter 1. Teacher Quality and Teacher Supply</div><div>Chapter 2. The Use of Emergency Measures in Times of Crisis</div><div>Chapter 3. Diversification of Entry Routes</div><div>Chapter 4. Time and Place: The History of Geography of Teacher Recruitment and Retention&nbsp;</div>Chapter 5. Teacher Mobility in the 21st Century&nbsp;<div>Chapter 6. Flexibilisation of the Teaching Workforce&nbsp;</div><div>Chapter 7. Temporary Teachers&nbsp;</div><div><br></div><div>Section 2: Pre-service Teacher Education&nbsp;</div><div>Chapter 8. The Meaning of Partnership in ITE</div><div>Chapter 9. New Technologies in Teacher Education</div><div>Chapter 10. Employment-based Routes</div><div>Chapter 11. New Approaches to Mentoring</div><div>Chapter 12. The University and Teacher Education</div><div>Chapter 13. Teacher Learning in ITE</div><div>Chapter 14. Forms of Knowledge in Teacher Education</div><div>Chapter 15. The ITE Curriculum and Standards in Teacher Education</div><div>Chapter 16. Assessment and Feedback in ITE</div><div><br></div><div>Section 3: Continuing Professional Development</div><div>Chapter 17.Teacher Induction</div><div>Chapter 18. Developing Accomplished Teachers</div><div>Chapter 19. The Use of e-Portfolios</div><div>Chapter 20.Changing Professional Development Needs over a Teacher's Career</div>Chapter 21. Work-based professional learning<div>Chapter 22. Education Reform and In-Service Education for Teachers</div><div><br></div><div>Section 4: Teacher Education for Leadership</div><div>Chapter 23. Teacher Leadership in the Classroom</div><div>Chapter 24. Teacher Leadership in the School</div><div>Chapter 25. Standards for School Headship/Principalship</div><div>Chapter 26. Middle Leaders in the School</div><div>Chapter 27. External Change Agents in Professional Development</div><div><br></div><div>Section 5: Teacher Identity and Professionalism</div><div>Chapter 28. Reshaping teacher professionalism</div><div>Chapter 29. The Lifelong Continuum of Teacher Development</div><div>Chapter 30. Values in Teaching--Differing Approaches</div><div>Chapter 31. Fender and Ethnicity and Teachers' Identity</div><div>Chapter 32. Models of Teaching - from Effective to Transformational</div><div>Chapter 33. Teaching Subjects or Children/Young people?</div><div><br></div><div><br></div><div>Section 6: Comparative Studies in Teacher Education</div>Chapter 34. Multi-national Studies in Teaching and Teacher Education<div>Chapter 35. Teacher Education Reform in Central and Eastern Europe</div><div>Chapter 36. Sociocultural Approaches in Comparative Studies of Teacher Education</div><div>Chapter 37. The History of Comparative Education Studies in Teaching and Teacher Education</div><div>Chapter 38. The Impact of the Bologna Process across European Teacher Education</div><div><br></div><div><br></div><div>Section 7: Policy Studies in Teacher Education</div><div>Chapter 39. Poverty, Equity, Social Justice and Teacher Education</div><div>Chapter 40. Intersectionality in Teacher Education</div><div>Chapter 41. Teacher Education, the Media and Politics</div><div>Chapter 42. Teacher Education as an Instrument of Development&nbsp;</div>Chapter 43. Globalisation and Teacher Education<div>Chapter 44. School Improvement and Teacher Education</div><div>Chapter 45. Teacher Unions and Professional Bodies</div></div>