International teacher education: Promising pedagogies introduction (Part B)

Cheryl J. Craig, Lily Orland-Barak

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


The theory-practice problem manifests itself in education generally and in teacher education specifically. The divide is evident in diverse literatures internationally. The theory-practice split, which is one of many expressions used to describe the phenomenon, cannot be apprehended in a material sense. Instead, it emerges as a perennial problem that educators live through the stories they tell of their lives. This chapter particularly captures the struggle over rigor versus relevance in teacher education. It offers five different categories of pedagogies (teacher leadership, diversity, family, social justice, and technology), which together comprise this volume, International Teacher Education: Promising Pedagogies (Part B). These five pedagogies join five earlier categories of pedagogies (teacher selection, reflection, narrative knowing, teacher identity, and mediation and mentoring), which are found in International Teacher Education: Promising Pedagogies (Part A), and a new lineup of promising teacher education pedagogies that will appear in International Teacher Education: Promising Pedagogies (Part C). In all cases, the featured international pedagogies are not recipes to follow. Rather, they are contextualized artifacts that produce a synergy between teaching and learning and show promise where international transferability is concerned.

Original languageEnglish
Title of host publicationAdvances in Research on Teaching
EditorsCheryl J. Craig, Lily Orland-Barak
PublisherEmerald Group Publishing Ltd.
Number of pages5
ISBN (Electronic)978-1-78441-669-0
ISBN (Print)978-1-78441-670-6
StatePublished - 2015

Publication series

NameAdvances in Research on Teaching
PublisherEmerald Group Publishing Ltd.
ISSN (Print)1479-3687

Bibliographical note

Publisher Copyright:
Copyright © 2015 by Emerald Group Publishing Limited.


  • Contexts of teaching and learning
  • International teacher education
  • Pedagogies
  • Theory-practice split

ASJC Scopus subject areas

  • Education


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