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Jukka Husu and D. Jean Clandinin


Based on our editorial work on the Sage Handbook of Research on Teacher Education (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, integration and disruption. A scholarship of integration allows us to bring ideas together while a scholarship of disruption allows us to both to contemplate Dewey’s (1929) 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.


F. Michael Connelly and D. Jean Clandinin

What we Know First

Interrupting the Institutional Narrative of Individualism

Pam Steeves, Marni Pearce, Anne Murray Orr, Shaun M. Murphy, Marilyn Huber, Janice Huber and D. Jean Clandinin