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Educating the Educators: Policies and Initiatives in European Teacher Education

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A Companion to Research in Teacher Education

Abstract

After analysis of international policies for teacher educators’ professional development, this chapter uses case studies of teacher educators’ professional development in the Netherlands, England and Norway, contextualised within the changes to each teacher education system since 2010, to consider broad issues for pan-European teacher education.

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Notes

  1. 1.

    There is, of course, a distinct irony here in that the very act of creating a language and such a model implies a normative stance. We acknowledge this irony and the tensions between this stance and our practice-based intentions.

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Author information

Authors and Affiliations

  1. University of East London, London, UK

    Jean Murray

  2. University Amsterdam, Amsterdam, Netherlands

    Mieke Lunenberg

  3. Norwegian University of Science and Technology, Trondheim, Norway

    Kari Smith

Authors
  1. Jean Murray
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  2. Mieke Lunenberg
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  3. Kari Smith
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Corresponding author

Correspondence to Jean Murray .

Editor information

Editors and Affiliations

  1. Faculty of Education, University of Waikato, Hamilton, New Zealand

    Michael A. Peters

  2. Faculty of Education, University of Waikato, Hamilton, New Zealand

    Bronwen Cowie

  3. Department of Education, University of Oxford, Oxford, United Kingdom

    Ian Menter

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© 2017 Springer Nature Singapore Pte Ltd.

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Murray, J., Lunenberg, M., Smith, K. (2017). Educating the Educators: Policies and Initiatives in European Teacher Education. In: Peters, M., Cowie, B., Menter, I. (eds) A Companion to Research in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-4075-7_44

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  • DOI: https://doi.org/10.1007/978-981-10-4075-7_44

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  • Print ISBN: 978-981-10-4073-3

  • Online ISBN: 978-981-10-4075-7

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