Based on papers presented at the 12th Annual Conference of the Teacher Education Policy in Europe Scientific Network, held in May 2018, in Braga, Portugal, the 12 chapters in this volume focus on the recruitment, selection, and education of teachers, focusing on policy, professionalism, and pedagogy, as well as quality teacher education institutions and lifelong learning and development opportunities for teachers. Education specialists from Europe, Singapore, Canada, and Brazil consider what the best teacher education program looks like, how to attract the best teachers to programs and schools, and recruitment into teacher education at different stages of a teacher's career and into the teaching profession. They address policy aspects like recruiting and educating the teachers using empowering research designs, national teacher education policies in Brazil and Portugal and their alignment with international guidelines, becoming a teacher in France and how it differs from other European countries, initial teacher education for secondary school teachers in Spain, and the gender gap in primary education in Scotland, as well as comparisons of policy in Finland, Portugal, and Poland. The second section addresses programs and pedagogy, including restructuring teacher education in Canada, the increased role of schools in teacher preparation, the role of foundation studies in teacher education, rethinking teacher education in Singapore, the use of digital portfolios to help students form their teacher identity, and reflective practice in initial teacher education in Ireland. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)
This book demonstrates that policy, professionalism, and pedagogy are integral to the development of the best teachers that our students deserve. The empirical quantitative and qualitative studies and narratives presented in this volume demonstrate that strong analyses are needed to drive decisions on policy and practice.
Preface
List of Figures and Tables
Notes on Contributors
Introduction: Recruiting and Educating the Best Teachers
Joanna Madalinska-Michalak, Maria Assunēćo Flores, Ee Ling Low and Shirley
Van Nuland
PART 1: Policy in Recruiting and Educating the Best Teachers
1 Policy and Quality: Comparing National Level Influences on the Professional
Status, Initial Education, Recruitment and Transition into Work of Teachers
Joanna Madalinska-Michalak, Maria Assunēćo Flores and Erika Löfström
2 Power and Policy: Recruiting and Educating the Best Teachers Using
Empowering Research Designs
Suzanne OKeeffe
3 National Teacher Education Policies and Their Alignment with International
Guidelines: Examples from Brazil and Portugal
Marilde Queiroz Guedes and Luķs Tinoca
4 France as a Deviating Case from Global Reforms on Teacher Recruitment
Tania Alonso-Sainz and Bianca Thoilliez
5 Teacher Competences and Professional Identity under Construction: Initial
Teacher Education for Secondary School Teachers in Spain
Lucķa Sįnchez-Tarazaga and Reina Ferrįndez-Berrueco
6 Addressing the Gender Gap in Primary Education in Scotland: Where Are We
and Where Should We Be Going?
Mary Knight and Paola Sangster
PART 2: Developing and Educating the Best Teachers: Pedagogy and
Professionalism
7 The (Re)shaping and (Re)constructing of Teacher Education in Ontario,
Canada
Shirley Van Nuland, Kurt Clausen and Diana Petrarca
8 Rethinking Employment-Led Teacher Preparation as Apprenticeship
Rosalyn Hyde
9 The Position of Foundation Studies in Teacher Education: A Policy-Practice
Disconnect
Aimie Brennan and Angela Canny
10 Rethinking Teacher Education in the Singapore Context
Ee Ling Low
11 Digital Portfolios in Teacher Education: Development of Future-Ready
Autonomous Thinking Teachers
Stefanie Yen Leng Chye, Bee Leng Chua and Satya Samhita Balanagu
12 Exploring Reflective Practice in an Initial Teacher Education Program in
Ireland
Jennifer Liston, Melanie Nķ Dhuinn, Mark Prendergast and Tandeep Kaur
Lessons Learnt: Recruiting and Educating the Best Teachers: Policy,
Professionalism and Pedagogy
Joanna Madalinska-Michalak, Maria Assunēćo Flores, Ee Ling Low and Shirley
Van Nuland
Index
Joanna Madalinska-Michalak, Ph.D. (2002), is a Full Professor at University of Warsaw, Poland, and Honorary Professor at Aarhus University, Denmark. She serves as an expert for European Commission Jean Monnet programme. She is a past Chair of TEPE Network (20162020). She has published extensively on teacher education, teacher professional development, and leadership.
Maria Assunēćo Flores, Ph.D. (2002), works at the University of Minho, Portugal. She is Director of the Research Centre on Child Studies and co-editor of the European Journal of Teacher Education. She has published extensively on the topics of teacher education, teacher professional development, leadership, curriculum, assessment and higher education.
Ee Ling Low, Ph.D. (1998), University of Cambridge, UK, is Dean, Academic and Faculty Affairs and the immediate past Dean, Teacher Education at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. She is an internationally renowned expert in Teacher Education and World Englishes.
Shirley Van Nuland, Ph.D. (1998), University of Toronto, Canada, is an Adjunct Professor and past Associate Professor and Academic Lead at the Faculty of Education, University of Ontario Institute of Technology. She researches teacher education, standards and ethical codes as these intersect lives of teachers.
