Brooks, Clare;
Gong, Qian;
Rocha, Ana Angelita;
Salinas-Silva, Victor;
(2022)
Spatial Perspectives: A Missing Link for Comparative Teacher Education Research.
In: Menter, Ian, (ed.)
The Palgrave Handbook of Teacher Education Research.
(pp. 1-24).
Palgrave Macmillan: Cham, Switzerland.
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Abstract
Book cover The Palgrave Handbook of Teacher Education Research pp 1–24Cite as Palgrave Macmillan Spatial Perspectives: A Missing Link for Comparative Teacher Education Research Clare Brooks, Qian Gong, Ana Angelita Rocha & Victor Salinas-Silva Living reference work entry First Online: 10 July 2022 13 Accesses Abstract Spatial theory can move comparative teacher education research into a new realm of analysis. A spatial triad of relative, representational, and lived space is applied to four illustrative cases of teacher education policy and practice to argue that such an approach offers a more nuanced, rich, and contextual understanding, which moves beyond descriptive accounts of the influence of context. The concept of relative space is used to show how global trends influence Teacher Standards and accountability systems in China and England. The use of representational space shows how spaces of professional practice are defined in policymaking in Chile. An exploration of policies, influencing university-based teacher education in Brazil, shows how an individual’s ability to access teacher education is affected by their lived space: where they live, their intersectional characteristics, and the risk of urban violence. The use of this spatial triad of theories, individually or collectively, can enrich comparative teacher education research, as they enable researchers to move beyond description into a nuanced understanding of teacher education as a thoroughly spatial practice.
| Type: | Book chapter |
|---|---|
| Title: | Spatial Perspectives: A Missing Link for Comparative Teacher Education Research |
| ISBN-13: | 9783030595333 |
| DOI: | 10.1007/978-3-030-59533-3_36-1 |
| Publisher version: | https://doi.org/10.1007/978-3-030-59533-3_36-1 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Spatial theory, Territoriality, Context, Socio-spatial |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10160781 |
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