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Initial Teacher Education and Its Representation in Literature: Global Policy Narratives

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Professional Identities in Initial Teacher Education

Abstract

Chapter 2 Initial Teacher Education and Its Representation in Literature: Global Policy Narratives highlights support for Europe’s teachers as an EU priority, bolstered by confirmation of the importance of revising and strengthening the professional profile of the teaching profession. A review of the literature revolving around ITE reveals its growing visibility within the research spectrum, together with the apparent absence of the main stakeholders’ voices – the student teachers themselves. This chapter consequently presents a global picture of research within the area of ITE, while narrowing down the focus on European policy narratives revolving around this particular topic, thus providing both an introduction to and background for the following chapters presenting specific aspects of the construction and performance of student teachers’ professional identities.

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Authors and Affiliations

  1. Ministry of Education and Employment, Gozo College, Gozo, Malta

    Denise Mifsud

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  1. Denise Mifsud
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Mifsud, D. (2018). Initial Teacher Education and Its Representation in Literature: Global Policy Narratives. In: Professional Identities in Initial Teacher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-76174-9_2

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  • DOI: https://doi.org/10.1007/978-3-319-76174-9_2

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-76173-2

  • Online ISBN: 978-3-319-76174-9

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