List of IllustrationsList of ContributorsPrefaceSeries Editors' Foreword Foreword, Sirpa Tani (University of Helsinki, Finland)Acknowledgements 1. Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice, Martin Stolare, Brian Hudson, Niklas Gericke and Christina Olin-Scheller (Karlstad University, Sweden) 2. Reinventing Subject Teaching in Integrated Teacher Education Programs in Norway, Lise Iversen Kulbrandstad and Lars Anders Kulbrandstad (Inland Norway University of Applied Sciences, Norway, and Karlstad University, Sweden) 3. Teacher Education and History Teachers’ Powerful Professional Knowledge, Mikko Puustinen (University of Helsinki, Finland) 4. Embedding Epistemic Quality in the Pedagogy of Student Geography Teachers, Alex Standish and David Mitchell (UCL Institute of Education, University College London, UK) 5. Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education, Alexis Stones and Jo Fraser-Pearce (UCL Institute of Education, University College London, UK) 6. Investigating Literature as Knowledge in School English, Larissa McLean Davies, Lyn Yates (University of Melbourne, Australia) and Wayne Sawyer (Western Sydney University, Australia) 7. Transforming Circular Economy Principles into Teachers’ Powerful Professional Knowledge, Kalle Juuti (University of Helsinki, Finland) and Niklas Gericke (Karlstad University, Sweden) 8. Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality, Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK) 9. Establishing Links to Specialised Knowledge in Social Studies Teaching, Ann-Christin Randahl and Martin Kristiansson (Karlstad University, Sweden) 10. Supporting Teachers’ Professional Development in Social Studies Education, Martin Stolare, Gabriel Bladh and Martin Kristiansson (Karlstad University, Sweden) 11. From a Personal to a Pedagogically Powerful Understanding of School Mathematics, Cosette Crisan, (UCL Institute of Education, University College London, UK) 12. Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice, Martin Stolare, Brian Hudson, Niklas Gericke and Christina Olin-Scheller (Karlstad University, Sweden) References Index

[T]his is an important and timely book for researchers, teacher educators, policymakers, and practitioners. The book reminds us to share ‘respect for knowledge’ in teacher education. ... The book makes a noteworthy contribution to understanding innovation in teacher education.

The series presents robust, critical research studies in the broad field of teacher education, including initial or pre-service preparation and in-service and continuing professional development, from diverse theoretical and methodological perspectives. The series includes innovative approaches to research, curriculum, and pedagogy in the field that reflect an underlying commitment to transforming the education of teachers. Volumes in the series report research at all scales, from innovations in a single institution or area of study through to institutional and system-wide reforms, presented in a way that engages scholars in teacher education across international contexts.Advisory Board:Beatrice Avalos (University of Chile, Chile)Ann Childs (University of Oxford, UK)Lauren Gatti (University of Nebraska, USA)Mary Hill (University of Auckland, New Zealand)Elizabeth Kahn (Northern Illinois University, USA)Yang Xiaowei (East China Normal University, PRC)Clare Kosnik (Ontario Institute for Studies in Education, University of Toronto, Canada)Adam Lefstein, (Ben Gurion University of the Negev, Israel)Janet Orchard (Bristol University, UK)Anne Phelan (University of British Columbia, Canada)Anja Swennen (VU University, the Netherlands)Tom Are Trippestad (Western Norway University of Applied Sciences (HVL), Norway)