Abstract
This chapter is based on the claim that we need a theory of teacher education for social change, one that is grounded in the relevant educational scholarship as well as grounded in the practice of school-based teachers. The components of the grounded theory include: knowledge and interpretation frameworks, ideology and political frameworks, K-12 pedagogy for social change, and teacher education as inquiry across the life span. Implications for policy, practice and research are identified.
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Cochran-Smith, M. (2005). Teacher Development and Educational Reform. In: Fullan, M. (eds) Fundamental Change. Springer, Dordrecht. https://doi.org/10.1007/1-4020-4454-2_14
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