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Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (3rd ed.) (Marilyn Cochran-Smith, Sharon Feiman-Nemser, & D. John McIntyre, eds., 2008)

It has been 12 years since the publication of the second and last edition (1996) of the Handbook of Research on Teacher Education. In this third edition, the editors, Marilyn Cochran Smith, Sharon Feiman-Nemser, and John McIntyre, renowned and respected researchers in teacher education, put forward an extensive body of knowledge and wide range of research/ers “at a volatile time in the history of the field” (p. xxxiv). The title highlights the Handbook’s focus on research in teacher education. The subtitle, “Enduring Questions in Changing Contexts,” makes room to continue and revise existing knowledge and issues in teacher education research. The subtitle’s added twist allows for re-viewing and renegotiating the field while simultaneously accounting for the shifting and altering contextual landscapes as it acknowledges the uncertainty and flexible boundaries characterizing current perspectives and knowledge in the field. The editors chose to create and prepare the Handbook in spite of the “steady stream” of research reports and commissions already in print or under way. They opted, instead, to create a unique collection of texts to represent the changing face of research in teacher education by looking at the past, the present, and toward the future by using nine “enduring questions” as the constitutive Parts of the Handbook and within each to use three sections: Framing chapters, Artifacts, and Commentaries. This structure diverges distinctly from conventional handbooks that tackle the “comprehensive reviews of the latest research” (p. xxxv); hence, the editors note that they approached this more as an “unhandbook” (p. xxxv). The unconventional structure and a wide range of texts allow them to