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This volume of ""Advances in Teacher Education"" is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives.

The topic of ""dispositions"" is central to teacher education and to teacher educators. This book examines the sources of the concept dispositions, how it evolved in teacher education, what forms it has taken in selected programs, and what challenges remain in this arena for teacher educators.

The topic of ""dispositions"" is central to teacher education and to teacher educators. This book examines the sources of the concept dispositions, how it evolved in teacher education, what forms it has taken in selected programs, and what challenges remain in this arena for teacher educators.

Provides illustrations of urban school-university partnerships recognised by the Shirley Schwartz Award of Council of Great City Schools. The authors share their work by blending practitioner and researcher voices to offer educators, policy makers, and foundation leadership potential solutions to the complex problem of preparing educators and enhancing teaching within urban schools.

Provides illustrations of urban school-university partnerships recognised by the Shirley Schwartz Award of Council of Great City Schools. The authors share their work by blending practitioner and researcher voices to offer educators, policy makers, and foundation leadership potential solutions to the complex problem of preparing educators and enhancing teaching within urban schools.

Offers insights from teacher education researchers that illustrate the ongoing benefits and persistent challenges of educating and preparing university and school-based teacher educators. This is an important step in understanding the complex roles, practices, and responsibilities associated with high quality teacher education.

Offers insights from teacher education researchers that illustrate the ongoing benefits and persistent challenges of educating and preparing university and school-based teacher educators. This is an important step in understanding the complex roles, practices, and responsibilities associated with high quality teacher education.

Presents a narrative exploration of three teacher educators' collaborative and transnational inquiry into their practices. Through carefully selected narratives, the authors describe how they enacted a practice-based approach in their teacher education courses.

The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. The authors offer a vision for equity-centred, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools.