Index

Citation (2023), "Index", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Approaches to Teaching and Teacher Education (Advances in Research on Teaching, Vol. 43), Emerald Publishing Limited, Bingley, pp. 219-220. https://doi.org/10.1108/S1479-368720230000043025 Publisher: Emerald Publishing Limited Copyright © 2023 Cheryl J. Craig, Juanjo Mena and Ruth G. Kane. Published under exclusive licence by Emerald Publishing Limited INDEX AERA, 8, 15–16 Agency, 37, 41, 89–91, 94–95, 191, 214 Authority of experience, 28 Best-loved self, 29, 102–105 Bicultural education, 174–175, 180 Castle Conference, 8, 16 Clandinin and Connelly, 11–12, 102–103 Coaching, 62 Collaboration, 7–9, 28, 60, 63–64, 67–68, 74–76, 80–81, 204, 211 Commonalities, 168–169 Covid-19, 60, 66–67, 111–112 Culturally responsive mentoring, 137 Curriculum, 19, 29, 61, 74, 80–81, 97–100, 102–105, 107, 126, 138, 152–153, 174–176, 178, 193–194 Decolonization, 191 Decolonizing, 165, 168 Democracy, 127–128, 147 Dewey, 104, 107 Dilemma, 48, 55 Diversity, 60, 66–67, 137–138, 182, 184 Early childhood education, 139, 177–178 Empowerment, 214 Epistemology, 161–162 Equity, 28, 64–65, 138, 143–144 Ethical relationality, 192, 194–196 Ethics, 27, 49, 51–52, 56 Evidence-based policy, 119 Exclusion, 64–66, 68, 139–140, 144, 147–148, 174, 200–201 Experience, 25–26, 28, 32, 34, 36, 62–63, 66–69, 79–80, 91–92, 98–99, 117, 128, 138–139, 147, 169–170, 176, 179–180, 182, 189–197, 202–206, 211, 213–214 Future literacy approach, 203–204 General pedagogical knowledge, 74–75 Generous scholarship, 12 Higher education, 4–5, 78, 195–196 Human rights, 66, 148 ICT, 80 Identity, 30, 32–33, 36, 39 Identity of teacher educator, 43 Inclusion, 28, 64–67, 137–139, 143, 150, 175, 203 Inclusive learning spaces, 149–150 Inclusive teacher, 150–152 Induction years, 75 Initial teacher education, 28, 73–74, 77, 79–80, 83, 138–139, 149–152, 174 Innovation, 61, 150 Institutionalization of learning, 202–203 Intersectionality, 183–184 Inuit, 138–139, 159–169, 190, 193–195 Knowledge of context, 131 Living in good ways, 146 Marginalization, 138, 144–145, 147–148 Marginalized community, 144–145, 147, 152–153 Mentoring, 8–9, 62, 77–78, 80, 169 Metaphors, 27, 36, 104–105, 184 Micro-teaching, 3 Microaggressions, 197 Moral dilemmas, 42 Multicultural, 65, 137–138, 182 Narrative inquiry, 11–12, 16, 103 Neoliberal, 62 Newly qualified teachers, 88–89, 168 Paradigm shift, 29–30, 33–34 Partnership, 7–9, 16–17, 166–168 PCK, 120–121 Pedagogical Content Knowledge (PCK), 74–75, 118 Pedagogical stance, 49 Pedagogy of teacher education, 92 Power dynamics, 164, 169 Practicum mentoring, 152–153 Preparation of teachers, 66–67, 113–114, 151–152 Professional development, 11–12, 26–28, 32, 59–60, 73–74, 77, 160 Professional learning, 28, 61, 67, 77–78, 94–95 Professional learning communities, 29, 76, 94–95 Racism, 139, 162, 177–180, 182, 184, 190–191 Reconciliation, 193–194 Reflection, 15–17, 19–20, 51–53, 75–76, 89, 114, 177 Reflective practice, 48, 177 Research-based clinical practice, 80–81 Resilience, 89, 117, 139, 204 Roma education, 200–201, 203 Scholarship in teacher education, 12 School leader, 76–77, 79, 101–103, 111–112, 120, 138–139 School reform, 38 Self-study, 8, 16–17 Self-study of teacher education practices, 8, 16 Settler colonialism, 174, 180 Social justice, 28, 60, 64, 66, 149 Social marginalization, 145 Student teachers, 36, 40–41, 56, 75–78, 92, 94, 139, 176, 178, 180 Supervision, 75–76, 168 Teacher education, 3–5, 7–9, 15–17, 56, 65, 73–75, 92, 94, 117, 125–127, 132, 140, 145–146, 151–153, 165–168 Teacher educators, 74–75, 80–81, 111–112, 115, 117–118, 138–139, 152, 176–179, 183 Teacher induction, 29, 94 Teacher shortage, 88 Teaching, pedagogy of teacher education, 42 Teaching practicum, 152–153 Teaching profession, 30, 48, 74, 78, 80–81, 103, 137, 176 Visiting scholars, 8–9 Workplace culture, 39 Book Chapters Prelims Section 1 Tributes Tribute to Joost Lowyck Tribute to Tom Russell Tribute to Freema Elbaz-Luwisch Tribute to Stefinee Pinnegar Tribute to Cosimo Laneve Section 2 Teaching Section Introduction Teacher Identity: Strong and Soft Conceptions Ethics, Moral, and Politics in Teachers' Virtuous Pedagogical Practice Teacher Professional Development: Revisiting Critical Issues The Role of Teacher Professional Standards for Initial Teacher Education and Continuous Professional Development: The Case of Estonia “Should I Stay or Should I Go?”: Unpacking Teacher Attrition/Retention as an Educational Issue Curriculum Design and Teaching Emotion and School Update: Tensions and Provocations The Classroom in Turmoil: Teachers' Perspective on Unplanned Controversial Issues in the Classroom Section 3 Education and Teacher Education With Marginalized Populations Introduction Preparing Teachers to Teach Students From Marginalized Communities Stirring the Embers of Inuit Teacher Education: Learning From the Past to Build a Better Future The Art and Design of Belonging: Lessons in Bicultural Teacher Education in Aotearoa, New Zealand Ethical Relationality as Resistance: Experiences of an Iskwew The Disclosure of Roma Pupils' Learning Experiences via Future Literacy Approaches: The Case of a Supportive Education Program in the Region of Thessaly in Greece Afterword Index

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