Review of Empowering Teachers for Equitable and Sustainable Education: Action Research, Teacher Agency, and Online Community, by Maria Teresa Tatto & Lindsey Brown
DOI:
https://doi.org/10.14507/er.v33.4601Abstract
A transparent account of a fully online M.Ed. in Global Education (at Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University) program, including philosophy, curriculum, assessment, and outcomes.
Author Biography
Clare Brooks, University of Cambridge
Clare Brooks is a professor of education the University of Cambridge. Her career began as a teacher of geography in East London, and her interest in geography influences her recent research in spatial justice and the social role of teacher education, in particular towards access issues to teacher education for isolated communities. She has researched international high-quality initial teacher education at scale, the results of which have been published by Routledge. She has also worked to redefine quality as a keyword in initial teacher education (as part of the Keywords in Teacher Education series with Bloomsbury). She developed her interest in the quality and development of teacher education following her experience as Pro-Director for Education at the Institute of Education (IOE) University College London (UCL) as well as previous terms as Head of Department and Head of Initial Teacher Education, and as Director of the research Centre on Teacher and Early Years Education. She remains Honorary Professor at UCL’s Institute of Education, and at the University of Cumbria, and is an Honorary Research Fellow at the University of Oxford. She takes up the role of Head of the Faculty of Education at the University of Cambridge in October 2026.
References
[Book reviewed] Tatto, M. T. & Brown, L. (Eds). (2024). Empowering teachers for equitable and sustainable education: Action research, teacher agency, and online community. Routledge.
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