Key to teacher education is the knowledge base of the teacher educator, and the ways in which knowledge is conceptualised. This book explores how ideas about knowledge are used in teacher education to critically examine what knowledges are valued across research, policy and practice. The authors explore international and interdisciplinary perspectives on the nature of knowledge (and what counts as knowledge) and how these perspectives on knowledge translate into teacher education, with a final chapter dedicated to exploring consequences for practice.

About the Author

Steven Puttick is Associate Professor of Teacher Education at the University of Oxford, UK, an editor of Geography and Chair of the Geography Education Research Collective / UK IGU-CGE.

Victoria Elliott is Associate Professor of English and Literacy Education at the University of Oxford, UK, and editor of English in Education.

Jenni Ingram is Associate Professor of Mathematics Education at the University of Oxford, UK, and is editor of Research in Mathematics Education.

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