International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice (Reinventing Teacher Education)

"Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to 'knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings"-- Provided by publisher Half Title Series Page Title Page Copyright Page Dedication Contents Illustrations Contributors Series Editors’ Preface Volume Editors’ Preface Foreword Acknowledgements Chapter 1: Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice Chapter 2: Reinventing Subject Teaching in Integrated Teacher Education Programmes for Primary School in Norway Chapter 3: Teacher Education and History Teachers’ Powerful Professional Knowledge Chapter 4: Embedding Epistemic Quality in the Pedagogy of Student Geography Teachers Chapter 5: Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education Chapter 6: Investigating Literature as Knowledge in School English Chapter 7: Transforming Circular Economy Principles into Teachers’ Powerful Professional Knowledge Chapter 8: Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality Chapter 9: Establishing Links to Specialized Knowledge in Social Studies Teaching Chapter 10: Supporting Teachers’ Professional Development in Social Studies Education Chapter 11: From a Personal to a Pedagogically Powerful Understanding of School Mathematics Chapter 12: Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice Index Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice -- Reinventing Subject Teaching in Integrated Teacher Education Programs in Norway -- Teacher Education and History Teachers' Powerful Professional Knowledge -- Embedding Epistemic Quality in the Pedagogy of Student Geography Teachers -- Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education -- Investigating Literature as Knowledge in School English -- Transforming Circular Economy Principles into Teachers' Powerful Professional Knowledge -- Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality -- Establishing Links to Specialised Knowledge in Social Studies Teaching -- Supporting Teachers' Professional Development in Social Studies Education -- From a Personal to a Pedagogically Powerful Understanding of School Mathematics -- Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice