Teacher education: Building an agenda for the 21st-century
Article Sidebar
Main Article Content
Abstract
In July 2022, Porto hosted an international EDULOG conference on teacher education under the challenging theme: “Teacher Education: Building an Agenda for the 21st Century”. The primary motive behind organising this conference was the collective acknowledgement, within both the international and educational communities, of the profound challenges facing present and future education. There was a shared conviction that teacher education is pivotal in advancing education. Teacher educators[1], whether in higher education institutions or schools, are tasked with educating all teachers, thereby indirectly influencing the teaching practices of all educators and the learning experiences of all students. It is an immense and highly responsible undertaking.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright, without restrictions, in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence 4.0 International (CC BY-NC-SA). Readers are free to copy, display, distribute, and adapt an article, as long as the work is attributed to the author(s) and ESC, the changes are identified, and the same license applies to the derivative work. Only non-commercial uses of the work are permitted.
How to Cite
References
Abbott, Andrew (1988). The system of professions: An essay on the division of expert labor. The University of Chicago Press.
Darling-Hammond, Linda (2017). Teacher education around the world: What can we learn from interna-tional practice? European Journal of Teacher Education, 40(3), 291-309, http://dx.doi.org/10.1080/02619768.2017.1315399
European Commission. (2012). Supporting teacher educators for better learning outcomes. EUR-Lex. https://eur-lex.europa.eu/legal-content/EN/ALL/?uri=celex:52012SC0374
Kelchtermans, Geert (2017). ‘Should I stay, or should I go?’: Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching, 23(8), 961–977. https://doi.org/10.1080/13540602.2017.1379793
Leite, Carlinda, Marinho, Paulo, & Sousa-Pereira, Fátima (2023). Teaching-research nexus in initial teacher education in Portugal / Perspectivas académicas del nexo enseñanza-investigación en la formación inicial del profesorado en Portugal. Educación XXI, 26(1), 71-92 https://doi.org/10.5944/educxx1.31518
Leite, Carlinda, Monteiro, Angélica, Barros, Rita, & Ferreira, Nicole (2022). Curricular practices towards sustainability and a transformative pedagogy. REICE. Ibero-American Journal of Quality, Effectiveness and Change in Education, 20(4). https://doi.org/10.15366/reice2022.20.4.006
Leite, Carlinda, Monteiro, Angélica, Sampaio, Marta & Silva, Adelina (2024). The whole-school approach and transformative learning: A Portuguese case. International Journal of Instruction, 17(2), 635-650.
Lopes, Amélia, Boyd, Pete, Andrew, Nicola, & Pereira, Fátima (2014). The research-teaching nexus in nurse and teacher education: Contributions of an ecological approach to academic identities in professional fields. Higher Education, 68(2), 167-183. https://doi.org/10.1007/s10734-013-9700-2
Swennen, Anja, & Volman, M. (2017). Teacher education in the Netherlands: Teacher educators’ struggles over monopoly and autonomy 1990-2010. In Tom Trippestad, Anja Swennen, & Tobias Werler (Eds.), The struggle for teacher education: International perspectives on governance and reform (pp. 115-129). Bloomsbury.
Thomas Dotta, Leanete, & Lopes, Amélia (2023). Identities of teacher educators in higher education: A lit-erature review. Revista Colombiana de Educación, 88. https://doi.org/10.17227/rce.num88-13338
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. United Nations. https://sdgs.un.org/2030agenda
Watt, Helen, & Richardson, Paul (2023). Teachers’ motivation to teach: A review through the lens of moti-vational theories. In Gerda Hagenauer, Rebecca Lazarides, & Hanna Jarvenoja (Eds.), Motivation and emotion in learning and teaching across educational contexts: Theoretical and methodological perspec-tives and empirical insights (pp. 128-142). Routledge.