The Oxford Encyclopedia of Global Perspectives on Teacher Education

Jo Lampert is Professor of Education at La Trobe University in Melbourne, Australia. Originally from Canada, she has over twenty-five years of experience in social justice education, Indigenous education, community-engagement, and teacher education, and is best known for her research on preparing teachers for high-poverty schools.

• Agency in Teacher Education Applying Disability Critical Race Theory (DisCrit) in the Practice of Teacher Education in the United States Art-Informed Pedagogies in the Preparation of Teachers Blended Learning in Teacher Education Bourdieu and Education Community-based Experiential Learning in Teacher Education Community-Engaged Teacher Preparation Complexity Theory and Teacher Education Conceptions and Models of Teacher Education Concepts of Care in Teacher Education Core Reflection Approach in Teacher Education 'Crisis' in Teacher Education, The Critical Media Literacy in Teacher Education, Theory, and Practice Culturally Responsive Classroom Management Culturally Responsive Pedagogy in Teacher Education Deleuze and Guattari and Teacher Education Early Childhood Teacher Education in Global Perspective Educating Teachers for High-Poverty Schools Education and ActivismEmotion and Teacher Education Ethnographic Inquiry in Teacher Education Exploration of Evolving Approaches to Teacher Identity Revealed in Literature on Teaching from 2010 to 2018, An Gender and Sexual Diversity in Teacher Education Global Orientations, Local Challenges, and Promises in Initial Teacher Education Globalization, Digital Technology, and Teacher Education in the United States Heuristic Inquiry in Teacher Education Impact of Educational Neoliberalism on Teachers in Singapore, The Indigenous Australian Studies, Indigenist Standpoint Pedagogy, and Student Resistance Indigenous Teacher Education in Canada and Aotearoa New Zealand Influence of Pedagogical Entrepreneurship in Teacher Education, The Influence of Teacher Education on Teacher Beliefs, The Inquiry-Based Learning and its Enhancement of the Practice of Teaching John Dewey and Teacher Education Learner Engagement in Teacher Education Longitudinal Study of Teachers Mentoring in Teacher Education, The Role of Online Networks in Teacher Education Performance-Based Assessment in Preparing Teachers Postcolonial Theory in Teacher Education Preparing Assessment-Literate Teachers Preparing Pre-service Teachers for Rural Schools Preparing Teachers for Collaborative Classrooms Professional Experience for International Students within the Australian Teacher Education Context Professionalizing Teacher Education Accountability Real-Time Coaching for Pre-Service Teachers Research on Racism in Teacher Education in the United States Reviews of Teachers' Beliefs School Based Pre-service (Initial) Teacher Training Programs in the United States of America and the United Kingdom School-Based Professional Development Programs for Beginning Teachers Simple and Complex Views of Teacher Development Simulation as a Strategy in Teacher Education Spiritual Development and Preparation of Teachers Standards and Benchmarks in Teacher Training Programs Status of Teachers, The Status, Content, and Evaluation of Lesson Study in Japan on Teacher Professional DevelopmentSystemic Functional Linguistics in Teacher Education Teacher Education and Inclusion in the Asia-Pacific Region Teacher Education and Inclusivity Teacher Education and Lesson Study Teacher Education and Refugee Students Teacher Education and the Global Impact of Teach For All Teacher Education and Whiteness and Whiteness in Teacher Education in the United States Teacher Education for Bi/Multilingual Students Teacher Education for Cultural and Linguistic Diversity in the United States Teacher Education in Australia Teacher Education in Finland and Future Directions Teacher Education in Germany Teacher Education in México Teacher Education in New Zealand Teacher Education in Russia Teacher Education in Singapore Teacher Education Reform in the Asia-Pacific Region Teacher Education Research Teacher Identity Research and Development Teacher Leadership and Professionality Teacher Preparation for Physical Education in an Increasingly Sedentary World in Singapore Teacher Quality in Singapore Teacher Research in Teacher Education Teacher Training for the Transformation of Schools and Communities Teachers' Knowledge for the Digital Age Theories of Generative Change in Teacher Education Transforming Teacher Education in South Africa Translanguaging in Educating Teachers of Language-Minoritized Students Trauma-Informed Practice for Pre-service Teachers Well-being and the Preparation of Teachers

I would synthesize the book's benefits into two main categories: perspectives and availability. In terms of the perspectives, the book provides the reader with an assortment of views on teacher education; some are innovative and inspiring, some are combined and synthesized, and some are updated and newly developed from canonical works. As for availability, all collected works appear online as part of the Oxford Research Encyclopedia of Education, which makes access convenient.