The need for greater coherence between the different aspects of teacher education has been the focus of discussion in debates about teacher quality and teacher professionalism over many years. This book has emerged from over 10 years’ collaboration within the Teacher Education Policy in Europe network (TEPE) and in particular from contributions made at the network’s eighth conference held at the University of Zagreb, Croatia.
The structure of the book follows two organising principles. The first follows the logic of the teacher education continuum from initial teacher education through induction to continuing professional learning. The second reflects a focus from the local to the global, considering key contemporary developments first at the national level in Ireland, Finland, Poland, Sweden and Scotland then at European and international levels. It culminates in the consideration of the implications of the UNESCO post-2015 ‘Education for All’ (EFA) agenda.
Placing this book into a broader international frame raises questions about the impact of neoliberalism, which has developed over three decades into a widely and deeply disseminated governing rationality. The counter-productive impact of the associated ‘austerity measures’ has led to increased levels of inequality at the national level in many European countries over recent years. There is convergence at the local and European level with the global EFA agenda concerning the need to focus strongly on achieving equitable learning outcomes for all.
Overcoming Fragmentation in Teacher Education Policy and Practice considers key issues for the field in an international context. This book:
- Reflects on over 30 years of research and development in teacher education policy and practice in Europe
- Presents key contemporary issues and developments in Europe and internationally at this time
- Identifies directions for future research and development that address key issues of social justice from the local to the global level.
Hudson, B. (Ed.) (2017) Overcoming Fragmentation in Teacher Education Policy and Practice, Cambridge Education Research Series, Cambridge University Press.
It is available from the Cambridge University Press website
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