The influence of an international context on a teacher educator’s knowledge, practice and identity

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

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.
Original languageEnglish
Title of host publicationNarratives of Learning Through International Professional Experience
EditorsAngela Fitzgerald, Graham Parr, Judy Williams
Place of PublicationSingapore
PublisherSpringer
Pages125-138
Number of pages14
ISBN (Electronic)9789811048678
ISBN (Print)9789811048661
Publication statusPublished - 2017

Keywords

  • Knowledge
  • Context
  • TPACK

Cite this

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.