There is a new generation of scholarship on teacher education, which includes researchers across the globe. This scholarship focuses not so much on preparing teachers or the shape of teacher education but on charting the knowing, doing, and becoming of teacher educators. While others say research on
teacher education should use large-scale, multi-site, quantitative analysis examining teacher candidate learning, this book focuses on exploring the practical knowledge of teacher educators. We start our exploration of this new scholarship in teacher education with Deleuze and his understandings of
difference and becoming. We explore becoming teacher educators and articulate how explorations into becoming hold great promise for knowing about teacher education. We end by attending to the meaning of an international focus concerned more with local variation than global culture. The text
provides provocative new understandings for teacher educator scholars.
This text provides rich discussions of learning processes and subsequent pedagogical approaches to the implementation of these new theories in practice. Section One emphasizes how students learn, retain, and synthesize new information from print and digital literacies using cognitive and social
psychology lenses. Section Two presents models for deep, contextualized learning needed to obtain content mastery. Section Three focuses on revised learning, or adjusting previously held misconceptions within educational development. This text not only contributes substantially to understanding the
mental constructs involved in the reading and writing process but also offers novel perspectives on how to optimize instruction using current theoretical lenses to bolster literacy achievement. Theoretical Models of Literacy Development serves as an invaluable resource for researchers, teacher
educators, curriculum directors, and graduate students in their efforts to help individuals learn to read and understand information in the global information age.