The knowledge required by pre-service teachers has been explored by a range of researchers with many agreeing that contemporary pre-service teachers require technological, pedagogical and content knowledge. This chapter explores the influence of specific contexts on the forms of knowledge required for effective practice and suggests that teachers in the making need to be aware of the ways in which different contextual elements shape the use of knowledge as well as classroom practices.
|Title of host publication||Narratives of Learning Through International Professional Experience|
|Editors||Angela Fitzgerald, Graham Parr, Judy Williams|
|Place of Publication||Singapore|
|Number of pages||14|
|Publication status||Published - 2017|
Phillips, M. D. (2017). The influence of an international context on a teacher educator’s knowledge, practice and identity. In A. Fitzgerald, G. Parr, & J. Williams (Eds.), Narratives of Learning Through International Professional Experience (pp. 125-138). Springer.