List of Contributors

Citation (2014), "List of Contributors", International Teacher Education: Promising Pedagogies (Part A) (Advances in Research on Teaching, Vol. 22), Emerald Group Publishing Limited, Bingley, pp. ix-x. https://doi.org/10.1108/S1479-368720140000022027 Publisher: Emerald Group Publishing Limited Copyright © 2014 Emerald Group Publishing Limited Arnoud Aardema Radboud University Nijmegen, Nijmegen, The Netherlands Semiyu Adejare Aderibigbe American University in the Emirates, Sharjah, United Arab Emirates Tiina Anspal University of Tartu, Tartu, Estonia Masahiro Arimoto Tohoku University, Sendai, Japan Steven Z. Athanases The University of California-Davis, Davis, CA, USA Andrea Ceardi Universidad Católica de Valparaíso, Valparaíso, Chile Darlene Ciuffetelli Parker Brock University, St. Catharines, Ontario, Canada John Clarke University of East London, London, UK Cheryl J. Craig University of Houston, Houston, TX, USA Eila Estola University of Oulu, Oulu, Finland M. Beatriz Fernández Boston College, Boston, MA, USA Maria Assunção Flores University of Minho, Braga, Portugal Khalil Gholami University of Kurdistan, Sanandaj, Iran Mary Lynn Hamilton University of Kansas, Lawrence, KS, USA Hannu L. T. Heikkinen University of Jyväskylä, Jyväskylä, Finland Edward Howe Thompson Rivers University, Kamloops, British Columbia, Canada; Utsunomiya University, Utsunomiya, Japan Hafdís Ingvarsdóttir University of Iceland, Reykjavík, Iceland Geert Kelchtermans University of Leuven, Leuven, Belgium Arie Kizel University of Haifa, Haifa, Israel Fred A. J. Korthagen Utrecht University, Utrecht, The Netherlands Katrin Kullasepp Tallinn University, Tallinn, Estonia Äli Leijen University of Tartu, Tartu, Estonia Jason Loh Nanyang Technological University, Singapore John Loughran Monash University, Melbourne, Australia Amanda McGraw Federation University, Victoria, Australia Mahmoud Mehrmohammadi Tarbiat Modares University, Tehran, Iran Paulien C. Meijer Radboud University Nijmegen, Nijmegen, The Netherlands Carmen Montecinos Universidad Católica de Valparaíso, Valparaíso, Chile Jean Murray University of East London, London, UK Helma W. Oolbekkink Radboud University Nijmegen, Nijmegen, The Netherlands Lily Orland-Barak University of Haifa, Mount Carmel, Haifa, Israel Marieke Pillen Windesheim University of Applied Sciences, Zwolle, The Netherlands Stefinee Pinnegar Brigham Young University, Provo, UT, USA Tom Russell Queen's University, Kingston, Ontario, Canada Leena Syrjälä University of Oulu, Oulu, Finland JeongAe You Chung-Ang University, Seoul, Korea Book Chapters International Teacher Education: Promising Pedagogies (Part A) Advances in Research on Teaching International Teacher Education: Promising Pedagogies (Part A) Copyright Page List of Contributors International Teacher Education: Promising Pedagogies Introduction Pedagogies of Teacher Selection: A South Korean Case Pedagogies of Teacher Preparation: The Case of Mathematics Enhancement Courses in England One Teacher Educator’s Career-Long Development of a Pedagogy of Reflection Promoting Core Reflection in Teacher Education: Deepening Professional Growth Reflection and Work Context in Teacher Learning: Two Case Studies from Iceland Pedagogies of Reflection: Dialogical Professional-Development Schools in Israel Self-Study of Teacher Education Practices as a Pedagogy for Teacher Educator Professional Development Narrative Pedagogies for Peer Groups Dispersed Narratives and Powerful Teacher Education Pedagogy The Narrative as the Practical and the Practice: Toward the Preparation of Teachers Narrative Teacher Education Pedagogies from across the Pacific Literacy Narratives for 21st Century Curriculum Making: The 3Rs to Excavate Diverse Issues in Education Pedagogies of Developing Teacher Identity Narrative-Biographical Pedagogies in Teacher Education Pedagogies of Developing Teacher Identity Pedagogies of Developing Teacher Identity Teacher Researcher: An Epistemic Pedagogy for Reconstructing Teacher Professional Identity in Iran Developing Teacher Identity in Preservice Education: Experiences and Practices from Portugal Collaborative Mentoring Pedagogy in Initial Teacher Education: Lessons from a Scottish Context Mentoring and Mediating the Interface of Multiple Knowledges in Learning to Teach Challenging Content Using Action Research to Foster Preservice Teachers’ Reflection on Themselves as Learners: Examining Beliefs and Changing Practices International Teacher Education: Promising Pedagogies Concluding Chapter Biographies of the Editors and the Authors

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