References
- Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge of teacher education. Journal of Teacher Education, 60(5), 497–511. https://doi.org/10.1177/0022487109348479
- Banks, J., at al. (2005). Teaching diverse learners. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: what teachers should learn and be able to do (pp. 232–274). Jossey Bass.
- Berry, A. (2009). Professional self-understanding as expertise in teaching about teaching. Teachers and Teaching: Theory and Practice, 15((2)), 305–318. https://doi.org/10.1080/13540600902875365
- Berry, A., & Russell, T. (2016). Self-study and vulnerability. Studying Teacher Education, 12(2), 115–116. https://doi.org/10.1080/17425964.2016.1197498
- Bigelow, B. (1998). Discovering Columbus: rereading the past. In B. Bigelow & B. Peterson (Eds.), Rethinking Columbus: the next 500 years, 17–30. Rethinking Schools.
- Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner (Ed.), Handbook of educational psychology (pp. 673–708). Simon & Schuster Macmillan.
- Bullock, S. M. (2009). Learning to think like a teacher educator: Making the substantive and syntactic structures of teaching explicit through self-study. Teachers and Teaching: Theory and Practice, 15(2), 291–304. https://doi.org/10.1080/13540600902875357
- Cahnmann-Taylor, M., Wooten, J., Souto-Manning, M., & Dice, J. L. (2009). The art and science of educational inquiry: Analysis of performance-based focus groups with novice bilingual teachers. Teachers College Record, 111(11), 2535–2559.
- Conklin, H.G. (2008). Modeling compassion in critical, justice-oriented teacher education. Harvard Educational Review, 78(4), 652-674.
- Conklin, H. (2015). Preparing novice teacher educators in the pedagogy of teacher education. Action in Teacher Education, 37(4), 317-333.
- Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19(1), 5–28. https://doi.org/10.1016/S0742-051X(02)00091-4
- Cochran-Smith, M., Barnatt, J., Lahann, R., Shakman, K., & Terrell, D. (2009). Teacher education for social justice: critiquing the critiques. In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 625–639). Routledge.
- Zeichner, K. & Conklin, H.G. (2008). Teacher education programs as sites for teacher preparation. In M. Cochran-Smith, S. Feiman-Nemser, & J. McIntyre (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts. (3rd edition) New York: Routledge.
- Dale, M., & Frye, E. (2009). Vulnerability and love of learning as necessities for wise teacher education. Journal of Teacher Education, 60(2), 123–130. https://doi.org/10.1177/0022487108329276
- Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390–441). Jossey Bass.
- Darling-Hammond, L., & Hammerness, K. (2002). Toward a pedagogy of cases in teacher education. Teaching Education, 13(2), 125–135. https://doi.org/10.1080/1047621022000007549
- Feiman-Nemser, S., & Remillard, J. (1995). Perspectives on learning to teach. In F. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (pp. 63–91). Jossey Bass.
- Fischer-Mueller, J., & Thomson-Grove, G. (n.d.). The final word. National School Reform Faculty. https://www.nsrfharmony.org/wp-content/uploads/2017/10/final_word_0.pdf
- Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
- Goodwin, A., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334–346. https://doi.org/org/10.1080/13664530.2013.813766
- Goodwin, A. L. (2002). The case of one child: Making the shift from personal knowledge to professionally informed practice. Teaching Education, 13(2), 137–154. https://doi.org/10.1080/1047621022000007558
- Goodwin, A. L., Smith, L., Souto-Manning, M., Charuvu, R., Tan, M. Y., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284–302. https://doi.org/10.1177/0022487114535266.
- Grossman, P. (2005). Research on pedagogical approaches in teacher education. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education (pp. 425–476). Lawrence Erlbaum.
- Grossman, P., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning and teaching. American Journal of Education, 108(1), 1–29. https://doi.org/10.1086/444230
- Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). Jossey Bass.
- Hanh, T. N. (1987). Being peace. Parallax.
- Hanh, T. N. (1993). Interbeing: Fourteen guidelines for engaged Buddhism. Berkeley. Parallax.
- hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
- hooks, b. (2003). Teaching community: A pedagogy of hope. Routledge.
- Jacobs, J., Yendol-Hoppey, D., & Dana, N. F. (2015). Preparing the next generation of teacher educators: The role of practitioner inquiry. Action in Teacher Education, 37(4), 373–396. https://doi.org/10.1080/01626620.2015.1078758
- Jones, S. (2006). Lessons from Dorothy Allison: Teacher education, social class and critical literacy. Changing English, 13(3), 293–305. https://doi.org/10.1080/13586840600971802
- Koster, B., Dengerink, J., Korthagen, F., & Lunenberg, M. (2008). Teacher educators working on their own professional development: Goals, activities and outcomes of a project for the professional development of teacher educators. Teachers and Teaching: Theory and Practice, 14(5–6), 567–587. https://doi.org/10.1080/13540600802571411
- Laidley, D., Bambino, D., McIntyre, D., Quate, S., & Quinn, J. (2001). The paseo or circles of identity. National School Reform Faculty. Available at http://www.nsrfharmony.org/protocol/doc/paseo.pdf.
- Lemov, D. (2010). Teach like a champion. Jossey-Bass.
- Lortie, D. (1975). Schoolteacher The University of Chicago Press. (pp. 61–67).
- Loughran, J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectations of self-study. Journal of Teacher Education, 58(1), 12–20. https://doi.org/10.1177/0022487106296217
- Loughran, J., & Berry, A. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21(2), 193‒203. https://doi.org/10.1016/j.tate.2004.12.005
- Loughran, J., & Menter, I. (2019). The essence of being a teacher educator and why it matters. Asia-Pacific Journal of Teacher Education, 47(3), 216–229. https://doi.org/10.1080/1359866X.2019.1575946
- Lunenberg, M. (2002). Designing a curriculum for teacher educators. European Journal of Teacher Education, 25(2&3), 263–277. https://doi.org/10.1080/0261976022000044872
- Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and Teacher Education, 23(5), 586‒601. https://doi.org/10.1016/j.tate.2006.11.001
- McDonald, M., & Zeichner, K. (2009). Social justice teacher education. In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 595–610). Routledge.
- Moje, E. B., & Wade, S. E. (1997). What case discussions reveal about teacher thinking. Teaching and Teacher Education, 13(7), 691–712. https://doi.org/10.1016/S0742-051X(97)00015-2
- Parker, W. C. (1988). Thinking to learn concepts. In The social studies 79(2), 70–73. DOI: 10.1080/00220973.1944.11019892
- Peercy, M., & Troyan, F. (2017). Making transparent the challenges of developing a practice-based pedagogy of teacher education. Teaching and Teacher Education, 61, 26–36. https://doi.org/10.1016/j.tate.2016.10.005
- Philip, T. M., Souto-Manning, M., Anderson, L., Horn, I., Carter Andrews, D. J., Stillman, J., & Varghese, M. (2019). Making justice peripheral by constructing practice as ‘core:’ how the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251–263. https://doi.org/10.1177/0022487118798324
- Ping, C., Schellings, G., & Beijaard, D. (2018). Teacher educators’ professional learning: A literature review. Teaching and Teacher Education, 75, 93–104. https://doi.org/org/10.1016/j.tate.2018.06.003
- Price, J., & Valli, L. (2005). Preservice teachers becoming agents of change: Pedagogical implications for action research. Journal of Teacher Education, 56(1), 57–72. https://doi.org/10.1177/0022487104272097
- Russell, T. (1997). Teaching teachers: how I teach is the message. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 32‒47). Falmer Press.
- Sleeter, C. (2008). Preparing white teachers for diverse students. In M. Cochran-Smith, S. Feiman-Nemser, & J. McIntyre (Eds.), Handbook of research on teacher education: Enduring issues in changing contexts (3rd ed., pp. 559–582). Routledge.
- Stillman, J., Ahmed, K. S., Beltramo, J. L., Cataneda-Flores, E., Garza, V. G., & Pyo, M. (2019). From the ground up: Cultivating teacher educator knowledge from the situated knowledges of emerging, asset-oriented teacher educators. Asia-Pacific Journal of Teacher Education, 47(3), 265–285. https://doi.org/10.1080/1359866X.2019.1600187
- Stillman, J., & Beltramo, J. L. (2019). Exploring Freirean culture circles and Boalian theatre as pedagogies for preparing asset-oriented teacher educators. Teachers College Record, 121(9), 1–38.
- Zeichner, K. M., & Gore, J. M. (1990). Teacher socialization. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329–348). Macmillan.
- Zeichner, K. M. (2005). Becoming a teacher educator: A personal perspective. Teaching and Teacher Education, 21(2), 117–124. https://doi.org/10.1016/j.tate.2004.12.001