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In: The Future of Teacher Education


This introduction outlines the topic, aim, and structure of the volume. With this collection of chapters, we aim to “push a diversity of notions of ‘innovation’” (Sriraman, 2017, p. viii) into the area of teacher education (including teacher education research). In that respect, innovations in three different domains are distinguished: pedagogies, technologies, and societies. In the domain of pedagogies, which serves as the ‘core’ of teacher education programs, four types of processes leading to innovations in teacher education (research) are addressed: reflective, emotive, cognitive, and didactic-instructional processes. In the domain of technologies, teacher educators are required to accept the double-sided reality of technological tools, i.e. their potentials and their limits. This is accompanied by the need to use competency frameworks such as TPACK (Mishra & Koehler, 2006) or DigCompEdu (Redecker & Punie, 2017) more systematically, to conduct critical research on modern tools in the area of Artificial Intelligence (AI) and, eventually, to utilize the transformative potential of digital tools in the international context. In the domain of societies, we claim that teacher education (research) generates innovations in areas that seemingly reside outside teacher education programs, such as multilingualism, societies’ changing expectations of modern literacies, societal polarization, and teacher shortage.

In: The Future of Teacher Education
In: The Future of Teacher Education
Innovations across Pedagogies, Technologies and Societies
Volume Editors: and
Twenty-first century processes, such as globalization and digitization, pose various challenges for primary, secondary, and post-secondary teacher education at both the formal and informal education levels. These challenges are addressed by innovators in the field of teacher education, i.e. teacher educators, pre-service teachers, in-service teachers, scholars and policy-makers. This edited volume explores future trends in three different spheres of teacher education: 1) pedagogies (emotive, reflective, cognitive, and didactic practices), 2) technologies (digital competencies, artificial intelligence in teaching, and the transformative potential of digital tools in intercultural learning), and 3) societies (multilingualism, attitudes towards literacies, societal polarization, and teacher shortages). The suggested innovations aim to bridge the gap between theory and practice by drawing upon the critical evaluation of theoretical approaches as well as the discussion of best practice examples. The chapters are situated in various countries, such as Vietnam, Canada, Argentina, Spain, Germany, the USA, Switzerland, Sweden, Italy, and, as a transnational cooperation, Palestine and the UK. The Future of Teacher Education: Innovations across Pedagogies, Technologies and Societies considers various models of teacher education (e.g. reflective model, competency-based model, etc.) and applies a multitude of different research methods (e.g. didactic analysis of teaching material, thematic analysis of reflections, etc.).
In: The Future of Teacher Education