Social theory for teacher education research : beyond the technical-rational / edited by Kathleen Nolan and Jennifer Tupper.

Includes bibliographical references and index.

Introduction: Calls for social theory in teacher education research -- Part One. Researching theory and practice as teacher educators -- Examining the nature of teacher education using the principle of contradictions: a cultural historical activity theory perspective -- Pursuing relational and differential methodologies: from diffraction to monstrosity in in-service teacher education -- Bourdieuian disruptions in teacher education: teacher candidates thinking with/through social theory -- Part Two. On becoming teachers: identity and development in teacher education -- Assembling technology teacher education: translating technological skills into educational praxis -- Confronting and challenging preservice teacher subjectivities in a community of excellence -- Teaching for 3Cs: centering imagination in teacher education -- Exploring uneven experiences in the development of a teaching identity -- Part Three. (Re)framing experiences in the field of teacher education -- Teacher education field experience: building for the continual modulation in the rubble of humanism -- Interrupting the success-failure binary in teacher education: our experience of Foucault's panopticon -- Provoking knowledges and weaving conversations in teacher education -- Part Four. Theorizing teaching and teacher education -- Reclaiming a social perspective on learning to teach: the place and promise of La Didactique du Plurilinguisme in research on language teacher education -- Love as vocation: the moral experience and value repertoires in teacher education -- Social theory's nod to Heidegger: contributions of phenomenological ontology to teacher education research.

"Traditionally, teacher education research theory and practice have had a technical-rational focus on productions of knowledge, skills, performance and accountability. Such a focus serves to (re)produce current educational systems instead of noticing and critiquing the wider modes of domination that permeate schools and school systems. In Social Theory for Teacher Education Research, Kathleen Nolan, Jennifer Tupper and the contributors make arguments for drawing on social theories to inform research in teacher education - research that moves the agenda beyond technical-rational concerns toward building a critically reflexive stance for noticing and unpacking the socio-political contexts of schooling." Back cover.