Professional Documents
Culture Documents
Introduction How To Become A European Te
Introduction How To Become A European Te
List of figuresvii
List of tablesviii
Forewordix
List of abbreviationsxi
List of contributorsxiii
PART 1
Painting the picture of teacher education in Europe1
PART 2
Tackling challenges and opportunities in teacher
education27
PART 3
Envisioning the future of teacher education141
Index175
Figures
These facets of the European dimension seem to be particularly important for in-
service and prospective teachers working in the European context today. Indeed,
the recent arrival of migrant children to European countries amid the refugee cri-
sis; the rise of xenophobic groups and right wing extremist parties across Europe;
the European Union (EU) referendum in the UK and growth of anti-European
sentiments; the financial crisis and huge unemployment rates in the teaching pro-
fession; and the intensification of a neoliberal ‘culture of accountability’, with
standardised performance measures and global large-scale assessment surveys,
such as the Programme for International Student Assessment (PISA), taking the
lead (Beckett, 2013; Meyer & Benavot, 2013), have all contributed to increased
fragmentation and tensions in European societies, and to low self-esteem and
dissatisfaction in the teaching profession, and have undermined the educational
responses teachers should be giving to issues of inclusion and social justice (The
Teacher Education Group, 2016; Townsend, 2016).
Therefore, in order for teachers to assume their role as agents of change in the
‘old’ continent, it is crucial to create a vision of a future European teacher and
promote teachers’ active engagement in preparing children to live and act in a
multicultural and increasingly changing world. This can be carried out through
cross-national collaboration and mobility, working together, joining ideas and
efforts to help prospective teachers become critical and engaged citizens who
understand the difficulties and obstacles of the current era, and taking action to
create a more equitable, peaceful and sustainable Europe. By bringing together
teacher educators and students from various countries, ERASMUS (EuRopean
community Action Scheme for the Mobility of University Students) Mobility
Intensive Programmes (IPs) may embody these efforts.
Final note
We would like to take this opportunity to thank all the people who made this
publication possible. First of all, to our contributors for their perseverance during
the editing procedures and their hard work in redrafting chapters according to
our feedback. Your forbearance and determination have been heart-warming, and
we are eternally grateful to you for contributing in such a decisive manner to this
unique collection. We would also like to thank the reviewers for carefully reading
our initial proposal and for giving such constructive comments that substantially
helped improving the quality of the book. We extend our sincere gratitude to
the editorial team at Routledge for taking this project on, believing in us, and
for taking time out of their days to making sure our writings were well prepared.
Finally, a word to our readers: we hope that the work of all of those involved in
the preparation of this edited volume and the originality of this experience is both
inspiring and motivating.
References
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