Based on our editorial work on the Sage Handbook of Research on Teacher Education
(2017), this chapter reviews current research that allows us to extend
the scope of teacher educators and their learning. We developed a
distinction between two kinds of scholarship, integration and disruption.
A scholarship of integration allows us to bring ideas together while a
scholarship of disruption allows us to both to contemplate Dewey’s (1929)
idea of uncertainty and to take an inquiry stance. We use these two
kinds of scholarship to discern different interpretations that guide
understandings of teacher educator learning. By stretching the
boundaries of teacher education outside of schools of education and
classrooms, we review relevant research literature to offer insights
that can help develop new ways of engaging in teacher education. We
conclude that research on teacher education is not about clear answers,
solutions, or theories but about understanding the complexities of how
we are thinking about, and engaging in, the practices and policies of
teacher education.