Transnational Perspectives of Transformative Teacher Learning in an Emerging Europe

Abstract

The purpose of the present focus issue is to provide insights on transformative teacher learning in an emerging European context, drawing on the work of researchers who participate in the European Doctorate in Teacher Education (EDiTE), which was developed by a consortium of five universities (Uni-

Enhancing the Value of Teacher Education Research

“…In the light of the growing importance of cultivating teacher-researchers, teacher education institutions in Europe are committing to transformational initiatives (Flores, 2018;Madalińska-Michalak, 2020;Schratz & Symeonidis, 2018). However, due to the wide variety of potential options, there seems to be a lack of consensus as to what research-based teacher education is .…”

Making Research Relevant for Future Teachers

“…In the light of the growing importance of cultivating teacher-researchers, teacher education institutions in Europe are committing to transformational initiatives (Flores, 2018;Madalińska-Michalak, 2020;Schratz & Symeonidis, 2018). However, due to the wide variety of potential options, there seems to be a lack of consensus as to what research-based teacher education is (Smith, 2015).…”

Becoming future-proof STEM teachers for enhancing sustainable development: A proposed general framework for capacity-building programs in future studies

“…In this era of post-normal times and post-normal science, the world is going through a period of deep transformation, with governments forced to address future challenges (Sardar, 2010a , 2010b ). One objective of STEM education is to confront and solve these global grand challenges.…”

“…Since post-normal times and science are characterized by contradictions, unknown unknowns and uncertainties, and complexity (Samuel and Thamburaj, 2015 ), these global grand challenges require a revolutionary shift in thinking on the part of teachers and students (Schratz & Symeonidis, 2018 ). Therefore, there is an urgent need to identify new roles for STEM education that will prepare students for the “post-normal” world and the sustainability mindset it requires (Sardar, 2010a , 2010b ).…”

“…Futures Studies emerged as an interdisciplinary academic field in the mid-1960s, after the World Wars. Many terms are used to refer to FS—for example, futuring , futurology , futures thinking , prospective , futuribles , prognostics , technology forecasting , futuristics , futures research , strategic foresight , and visionary management (Sardar, 2010a , 2010b ). In the late 1950s, the RAND Corporation in the United States developed long-range planning and technology forecasting, using as its principal tools scenario analysis and the Delphi technique (Dalkey & Helmer, 1951 ).…”