IAP BOOK SERIES

Transformative Pedagogies in Teacher Education

This book series aims to challenge teacher educators to think about, deconstruct and problematize what it means to educate new teachers in forever changing schools and classrooms contexts. Specifically this edited work aims to:

• Provide a range of empirical and experiential accounts of teacher educators, scholars and educational activists engaging in transformative praxis as they work towards creating meaningful experiences for both learners and teachers.

• Highlight possibilities for action not only in the preparation of teachers for increasingly changing contexts, but schooling as a whole

• Support teacher educators, scholars and educational activist engaging culturally responsive practices

The objective of this book series is to share the experiences, practices and research of educators and teacher educators in varying contexts and in an era of change and demographic shifts – moving from theorizing to practice. This book series will be a valuable resource in teacher education courses in both methods and foundation courses examining the social context of schools as well as current issues and concerns in education.

This series draws on teachers and teacher educators’ experiences in bridging the theory to practice divide that teacher candidates experience on the journey of learning to teach. By examining the dissonance that teacher candidates’ experience, the contributors will explore issues of difference in ways that critically address diversity and equity in teacher education. The explicit goal of the book series is to draw on experiences and research that can inform the tensions that many teacher candidates and teacher educators experience.

This book series aims to challenge teacher educators to think about, deconstruct and problematize what it means to educate new teachers in forever changing schools and classrooms contexts. It seeks to provide a range of empirical and experiential accounts of teacher educators, scholars and educational activists engaging in transformative praxis as they work towards creating meaningful experiences for both learners and teachers. It also highlights possibilities for action not only in the preparation of teachers for increasingly changing contexts, but schooling as a whole. The intended audience for this book series is teacher educators, scholars, and practitioners, community members and organizations that support diversity, inclusion, social justice and equity in education.

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