Í janúar 2010 kom út bókin Cultural-Historical Perspectives on Teacher Education and Development: Learning – Teaching í ritstjórn þeirra Viv Ellis, Anne Edwards og Peter Smagorinsky. Í bókinni er kafli eftir Þuríði J. Jóhannsdóttur, lektor við Menntavísindasvið, sem hún byggir á doktorsverkefni sínu og nefnist hann Deviations from the Conventional: Contradictions as Sources of Change in Teacher Education. Doktorsrannsókn Þuríðar fjallar um kennaranám í fjarnámi.
Í bókinni eru 14 kaflar (greinar) um kennaramenntun eftir höfunda frá ýmsum löndum, s.s. Bretlandi, Svíþjóð, Bandaríkjunum, Ítalíu, Noregi, Lúxemborg og Íslandi. Ritstjórarnir Viv Ellis og Anne Edwards (Oxford) og Peter Smagorinski (Georgia, Bandaaríkjunum) hafa öll vakið athygli fyrir skrif sín um kennaramenntun. Smagorinski skrifar kafla sem heitir A Vygotskian Analysis of the Construction of Setting in Learning to Teach og Anne Edwards á kaflann How can Vygotsky and his Legacy help us to Understand and Develop Teacher Education? Að öðru leyti eru greinar sem snerta fjölþætt viðfangsefni í kennaranámi, s.s. um þekkingu náttúrufræðikennara frá félags-menningarlegu sjónarhorni (McNicholl og Childs), um heilsu nemenda og hvernig ábyrgð kennarastéttarinnar tekur til breiðara sviðs en áður (Hjörne, Larsson og Säljö) og áhugaverð grein um samband nemenda og kennaranema í vettvangsnámi (Sannino).
Handbook of Teacher Education. (2007). Publisher Springer Netherlands. Rafrænn aðgangur er að bókinni á háskólanetinu. Umfjöllunarefni bókarinnar sést vel af yfirheitum nokkurra kafla:
Globalization and Diversity: Promise or Problem?, Teacher Education in a New Millennium: Pressures and Possibilities, Learning and Leading in a Globalized World: The Lessons from South Africa, The Interplay between Culture, Teacher Professionalism and Teachers’ Professional Development at Times of Change, Partnerships for Progressing Cultural Democracy in Teacher Education in Pacific Island Countries, The Treaty, the Institution and the Chalkface: An Institution-wide Project in Teacher Education, Where have all the Teachers Gone? Gone to be Leaders, Everyone , Standards and Accountability: What Does It Mean to be a Good Teacher and How Can We Make It Happen? , Quality in Teacher Education: Seeking a Common Definition, Standards and Professionalism: Peace Talks?,
Regulation and Autonomy in Teacher Education: System or Democracy?
, Globalisation and the Reshaping of Teacher Professional Culture: Do We Train Competent Technicians or Informed Players in the Policy Process?
En kaflarnir eru samtals 48.
Ein lítil tilvitnun úr kafla 9. Regulation and Autonomy in Teacher Education: System or Democracy?
“In order to function effectively in such schools, teachers must be prepared in ways that enhance their own capabilities for cultural communication and democratic negotiation as well as in the curricular knowledge and technical expertise required to enhance the knowledge of their students. If this is to be achieved then teacher educators themselves must continue to be part of a broad conversation about the nature of personal, cultural and social development as well as that over economic objectives and socialisation into dominant cultural and national norms. The role of government here is not to regulate the technical detail of teacher education as an administrative service but, rather, to regulate the conditions of teaching and of teacher education in ways that preserve the autonomy of educators, enabling them to continue to take part in such a debate, and to incorporate such cultural
communication into their own sense of self as a Subject and as a professional.”
Nám í nýju samhengi: Erindi á málþingi um framtíðarskipan náms við Kennaraháskóla Íslands 11. og 12. ágúst 2005. Gretar L. Marinósson, Þórunn Blöndal og Þuríður Jóhannsdóttir (ritstjórar). (2005). Reykjavík: Rannsóknarstofnun Kennaraháskóla Íslands.