A justice oriented examination of teacher education through the lens of deans’ innovations and leadership in schools of education

References

• Arikawei, A. R. and N. N. Benwari. 2015. “Regulatory Challenges in the Upgrading and Maintainance of Standards in teachers’ Professionalism in Nigeria.” British Journal of Education 3 (4): 48–57.
   Google Scholar
• Barber, B. R. 1984. Strong Democracy: Participatory Politics for a New Age. University of California Press.
   Google Scholar
• Barnes, Richard, Robert Hall, Verna Lowe, Carrie Pottinger, and Aaron Popham. 2020. “Lessons from Online Teacher Preparation Program: Flexing Work Experience to Meet Student Needs and regulators’ Requirements in the United States.” Journal of Education for Teaching 46 (4): 528–535.
   Web of Science ®Google Scholar
• Bhattacharya, Kakali. 2017. Fundamentals of Qualitative Research: A Practical Guide. New York: Routledge.
   Google Scholar
• Biesta, Gert. 2019. “What Kind of Society Does the School Need? Redefining the Democratic Work of Education in Impatient Times.” Studies in Philosophy and Education 38 (6): 657–668.
   Web of Science ®Google Scholar
• Biesta, Gert, Mark Priestley, and Sarah Robinson. 2015. “The Role of Beliefs in Teacher Agency.” Teachers & Teaching 21 (6): 624–640.
   Web of Science ®Google Scholar
• Biesta, G., and M. Tedder. 2007. “Agency and Learning in the Lifecourse: Towards an Ecological Perspective.” Studies in the Education of Adults 39 (2): 132–149.
   Google Scholar
• Brass, Jory, and Jessica Holloway. 2021. “Re-Professionalizing Teaching: The New Professionalism in the United States.” Critical Studies in Education 62 (4): 519–536.
   Web of Science ®Google Scholar
• Carver-Thomas, Desiree. 2018. “Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color.” Learning Policy Institute. https://eric.ed.gov/?id=ED606434.
   Google Scholar
• Carver-Thomas, Desiree, Dion Burns, Melanie Leung, and Naomi Ondrasek. 2022. “Teacher Shortages During the Pandemic: How California Districts are Responding.” Learning Policy Institute. https://eric.ed.gov/?id=ED614374.
   Google Scholar
• Cochran-Smith, Marilyn, and Elizabeth Stringer Keefe. 2022. “Strong Equity: Repositioning Teacher Education for Social Change.” Teachers College Record 124 (3): 9–41. https://doi.org/10.1177/01614681221087304.
   Web of Science ®Google Scholar
• Corbin, Juliet, and Anselm Strauss. 2014. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks: Sage publications.
   Google Scholar
• Darling-Hammond, L. 2017. “Teacher Education Around the World: What Can We Learn from International Practice?” European Journal of Teacher Education 40 (3): 291–309. https://doi.org/10.1080/02619768.2017.1315399.
   Web of Science ®Google Scholar
• Dover, Alison G. 2022. “Your Compliance Will Not Protect You: Agency and Accountability in Urban Teacher Preparation.” Urban Education 57 (6): 975–1007.
   Web of Science ®Google Scholar
• Fabionar, James O. 2020. “Responding to the Moment.” Teacher Education Quarterly 47 (3): 145–150.
   Google Scholar
• Fraser, N. 2003. “Social justice in an age of identity politics: Redistribution, recognition and participation.” In Redistribution or recognition: A political- philosophical debate, edited by Nancy Fraser and Axel Honneth, 7–109, Verso.
   Google Scholar
• Fraser, Nancy. 2009. Scales of Justice: Reimagining Political Space in a Globalising World. Vol. 31. New York: Columbia University Press.
   Google Scholar
• Gilroy, P.2014. “Policy Interventions in Teacher Education: Sharing the English Experience.” Journal of Education for Teaching 40 (5): 622–632.
   Web of Science ®Google Scholar
• Gist, Conra D. and Travis J. Bristol. 2022. “Handbook Introduction: Charting the Landscape of Research on Teachers of Color and Indigenous Teachers in the United States.” In Handbook of Research on Teachers of Color and Indigenous Teachers, edited by D. Gist Conra and J. Bristol Travis, 1–8. American Educational Research Association. https://doi.org/10.2307/j.ctv2xqngb9.5.
   Google Scholar
• Hill, Cher, Paula Rosehart, St. Helene Janice, and Sarine Sadhra. 2020. “What Kind of Educator Does the World Need Today? Reimagining Teacher Education in Post-Pandemic Canada.” Journal of Education for Teaching 46 (4): 565–575.
   Web of Science ®Google Scholar
• Kidd, Warren, and Jean Murray. 2020. “The COVID-19 Pandemic and Its Effects on Teacher Education in England: How Teacher Educators Moved Practicum Learning Online.” European Journal of Teacher Education 43 (4): 542–558.
   Web of Science ®Google Scholar
• Lambert, David. 2018. “Teaching as a Research-Engaged Profession: Uncovering a Blind Spot and Revealing New Possibilities.” London Review of Education 16 (3): 357–370.
   Web of Science ®Google Scholar
• Morgan, John, and David Lambert. 2023. Race, Racism, and the Geography Curriculum. London: Bloomsbury Press.
   Google Scholar
• OECD. 2019. A Flying Start: Improving Initial Teacher Preparation Systems. Paris: OECD Publishing. https://doi.org/10.1787/cf74e549-en.
   Google Scholar
• Rogers, P. M. 2008. The Development of Writers and Writing Abilities: A Longitudinal Study Across and Beyond the College-Span. Santa Barbara: University of California.
   Google Scholar
• Rogers, M. P., R. L. Quezada, K. León, and S. Velázquez. 2022. “Learning and Adaptation During the Covid-19 Pandemic: Colleges of Education as Hubs for Leadership and Innovation.” Educatio Siglo XXI 40 (3): 251–266.
   Google Scholar
• Schwandt, Thomas A., and Emily F. Gates. 2017. “Case Study Methodology.” In The SAGE Handbook of Qualitative Research editted by Denzin, Norman K., and Yvonna S. Lincoln, 341–358. Los Angeles–London–New Delhi–Singapore–Washington DC–Melbourne: SAGE Publishing.
   Google Scholar
• Sealey-Ruiz, Yolanda. 2021. “Racial Literacy. A Policy Research Brief.” National Council of Teachers of English. https://eric.ed.gov/?id=ED612185.
   Google Scholar
• Shultz, L., and Melody Viczko. 2021. “What are We Saving? Tracing Governing Knowledge and Truth Discourse in Global COVID-19 Policy Responses.” May 18, 2021 Accessed October, 3 2023. UNESCO Institute for Lifelong Learning and Springer Nature B.V. 2021(14): (PDF). Available from. https://www.researchgate.net/publication/351683129_What_are_we_saving_Tracing_governing_knowledge_and_truth_discourse_in_global_COVID-19_policy_responses#fullTextFileContent.
   Google Scholar
• Siegel, Stefan T., and Gert Biesta. 2022. “The Problem of Educational Theory.” Policy Futures in Education 20 (5): 537–548.
   Web of Science ®Google Scholar
• Tatto, M. T., and I. Menter. 2019. “The Significance of Teacher Education.” Knowledge, Policy and Practice in Teacher Education: A Cross-National Study 9–20.
   Google Scholar
• UNESCO. 2015. “The Challenge of Teacher Shortage and Quality: Have We Succeeded in Getting Enough Quality Teachers into Classrooms?” 12th Session of the Joint ILO/UNESCO Committee of Experts on the Application of the Recommendations Concerning Teaching Personnel (CEART), Paris. 1–9. https://unesdoc.unesco.org/ark:/48223/pf0000232721.
   Google Scholar
• UNESCO (United Nations Educational, Scientific and Cultural Organization). 2020. “Global Education Coalition [Dedicated Global Education Coalition Webpage]”. Paris: UNESCO. Retrieved May 21, 2020. https://en.unesco.org/covid19/educationresponse/globalcoalition.
   Google Scholar
• Viczko, M., and J. Li. 2021. “Global Perspectives on Educational Improvement in Post-Covid-19.” Beijing International Review of Education 3 (2): 125–129. https://doi.org/10.1163/25902539-03020001.
   Google Scholar
• Wepner, S. B., and W. A. Henk. 2022. “What Might We Learn from 25 Years of Research on Education Deans?” Journal of Educational Leadership and Policy Studies 6 (1): 1–21. https://unesdoc.unesco.org/ark:/48223/pf0000232721.
   Google Scholar