Changing attitudes and perceptions allied to the values of diversity and inclusive education is a recognised challenge in ITE (Initial Teacher Education). Using meta-ethnographic methods, this article aims to describe how preservice teachers' attitudes or perceptions towards inclusive education can be developed during ITE. The results show the…

Education is considered a path for escaping poverty. However, poverty and lack of success in school are closely linked. Understanding structural factors within society that cause poverty and their influence on learning and educational outcomes requires reshaping teacher education programmes. There is a need for programmes that adopt the social…

In this study, we explore how Chinese teachers, who are involved in PETE programmes in universities, understand their professional identity and what specific factors influence their professional identity as teacher educators. Initially, a sample of 15 Chinese university teachers involved in PETE were interviewed and five follow up interviews were…

Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data…

Research-intensive teacher education programmes aim to educate teachers to work in an inquiry-based manner, meaning that they should be able to use and conduct research to reflect on their teaching. Little is known, however, about how graduates of these programmes function and develop as teachers. In this study seven graduates of Dutch academic…

Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government's reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is…

This study investigated the process of implementing professional development plans (PDPs) as a tool for teachers' continuing professional learning in Finnish Lapland. The PDP model was developed through two cycles following a design-based research (DBR) approach. The data were collected by interviewing teachers and principals, and then analysed…

Teacher education and civic education are scholarly fields characterised by an abundance of writings that offer numerous frameworks, visions, and practices. Whereas several studies already presented theoretical models of the civic education process, the goal of this paper is to offer a conceptual framework of preservice civics teacher education.…

In this paper, we aim to advance the understanding of the institutional mechanisms that have shaped the teacher education environment in England over the last forty years. Based on the analyses of policy documents and elite interviews rooted in a neo-institutionalist analytical framework, we argue that the changes from a laissez-faire policy in…

This article builds on APREN-DO research project, which explores how secondary school teachers learn, using an inclusive research approach and visual and narrative methods. To this end, twenty-eight secondary school teachers created and narrated their learning cartographies, showing what, how, where, with whom, and with what they learn. This paper…

This paper analyses, using a cross-sectional design, the relationship between academic qualifications during the initial training of primary school teachers and their professional development. Among all graduates of 13 promotions, from year 2004 to 2016, we selected the 15% of those students with the best qualifications and the 15% with the worst…

The close linkage between different institutions is widely recognized as a method of improving teacher education. This paper introduces an attempt to link university teacher training programmes with further teacher education thereby showing the benefits of the approach and factors influencing its success. To enable teachers and student teachers to…

As part of a larger mixed-method study on teacher evaluation, this paper explores how cultural and socio-political contexts of the Israeli Arab public schools inform principals' high-stakes evaluation processes for attaining tenure. Concepts from micropolitical theory were used to analyse data from in-depth semi-structured interviews with twenty…

This article investigates how schoolteachers', school leaders' and college teachers' involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the…

Over the last decade, in both the Netherlands and England, national policy-driven changes have increased schools' responsibility in initial teacher education. This research gathered teacher educators' stories of challenges experienced 'on the ground' in these school-university partnerships. The aim was to explore the reality of working within…