While traditionally identified as a practice-based endeavour, the many dimensions of teacher education raise important philosophical issues that emphasise the centrality of ethics to questions of relationality and professional practice. This book focuses on a wide range of topics, including teacher education in a cross-cultural context, the notion of unsuccessful teaching, democratic teacher education, the reflective teacher, the ethics and politics of teacher identity, and subjectivity and performance in teaching.

Introduction. The Birth of Educational Research, Teacher Education and the Turn to Practice: From Practitioner Knowledge and Communities of Practice to Evidence-Based Policy and Practice Michael A. Peters and Marek Tesar

1. In Search of Subjectivity: A reflection of a Teacher Educator in a Cross-cultural Context Cheu-jey Lee

2. Exemplary Teacher Induction: An international review Edward R. Howe

3. Unsuccessful Teaching. W. F. Hare

4. Teaching, Monitoring and Examining. Colin Wringe

5. Passmore's Philosophy of Teaching. John Kleinig

6. Retaining the Philosophy of Education in Teacher Education Hugo McCann & Bevis Yaxley

7. Teacher Education in a Democracy. Allen T. Pearson

8. Beyond the Reflective Teacher. Terence H. McLaughlin

9. Return of the Teacher. Nigel Tubbs

10. Deterritorializations: Putting postmodernism to work on teacher education and inclusion. Julie Allan

11. The Ethico-politics of Teacher Identity. Matthew Clarke

12. Teachers and Teaching: Subjectivity, performativity and the body. M. J. Vick & Carissa Martinez

13. Miss, What's My Name? New teacher identity as a question of reciprocal ontological security. Jim Mcnally & Allan Blake

Michael A. Peters is Professor of Education at the University of Waikato, New Zealand and Emeritus Professor in Educational Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign. He is the executive editor of the journal, Educational Philosophy and Theory.

Marek Tesar is a Lecturer in Education at The University of Auckland, New Zealand with a focus on philosophy of education and childhood studies. He is a member of the Editorial Board of Educational Philosophy and Theory.