The Palgrave handbook of teacher education in Central and Eastern Europe / / edited by Marta Kowalczuk-Walędziak [and three others]

• Pubblicazione: Cham, Switzerland : , : Palgrave Macmillan, , [2023]; ©2023
• Descrizione fisica: 1 online resource (581 pages)
• Disciplina: 370.711
• Soggetto topico: Teachers - Training of; Formació del professorat
• Soggetto geografico: Europa central; Europa de l'Est
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): Kowalczuk-Wale̜dziakMarta
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Foreword -- Acknowledgements -- Contents -- Editors and Contributors -- About the Editors -- List of Contributors -- List of Figures -- List of Tables -- Part I: Introduction -- 1: Setting the Scene: The Changing Contexts of Teacher Education in Central and Eastern Europe and Beyond -- Introduction -- How Did This Book Come into Being? -- What Does the Modern Central and Eastern Europe Landscape Look Like? -- Which Unified Analytical Framework Is Best for Understanding Teacher Education Across Central and Eastern Europe? -- What Is the Structure of This Handbook? -- Part II: The Visegrad Countries -- Part III: The Balkans -- Part IV: The Baltics -- Part V: Eastern Europe -- References -- Part II: The Visegrad Countries -- 2: Teacher Education in the Czech Republic: Recent Developments and Future Prospects -- Introduction -- Context of Teacher Education -- Teacher Education Reforms in the Last Three Decades in Light of Global Trends -- Democratic Citizenship -- Internationalisation -- Emphasis on Competences, Rather than Knowledge -- ICT, Digital Technology, and Teacher Education -- Equity and Inclusion -- Main Characteristics of the Existing National Initial Teacher Education System -- Characteristics of Existing National Teacher Professional Development Systems -- Tensions and Challenges in Transforming the Teacher Education System in the Czech Republic -- Suggestions for the Future Development of Teacher Education in the Czech Republic -- References -- 3: Teacher Education in Hungary: Between Autonomy and Control -- Context of Teacher Education -- Historical Development of Hungarian Education: The Position of Teachers and the Historical Roots of Teacher Education -- Major Changes in Hungary's Education System Over the Last Three Decades -- Teacher Education Reforms Over the Last Three Decades in the Context of Global Trends. ; Main Characteristics of Initial Teacher Education -- ITE as a System -- ITE as a Programme in Higher Education -- ITE as Student Teachers' Professional Learning Process -- Main Characteristics of Professional Development -- Challenges and Further Directions for Teacher Education in Hungary -- References -- 4: Teacher Education in Poland: Contested Terrains Between Policy and Practice -- Introduction -- Shifting Sands: Poland's Socio-educational Landscape over the Past 30 Years -- Initial Teacher Education in Post-1989 Poland: Towards Increasing Standardisation and Accountability -- Continuing Professional Development: A Story on the Margins of the Career Progression System -- Tensions, Challenges, and Paradoxes in Reforming Teacher Education over the Last Three Decades -- What Next? Suggestions and Recommendations for Further Development -- Conclusion -- References -- 5: Teacher Education in Slovakia: Recent Joys and Challenges for the Future -- Introduction -- Historical-Political Background -- Teacher Education Reform -- 1990-2004: The Drive for Innovation at the Micro-Level Challenged by the Drive to Maintain the Status Quo at the Macro-Level -- Political Discourse and Educational Changes -- Higher Education Institutions and Teacher Education -- Teachers as Enthusiastic Agents of Change -- 2004-2020: Key Legislative Frameworks Defining Teacher Professionalism and the Impact of the Bologna Process on Teacher Education -- Initial Teacher Education After the Bologna Process -- CPS-Complementary Pedagogical Study as an Alternative Way to Gain a Teaching Qualification -- Continuous Professional Development of Teachers -- Conclusion -- References -- Part III: The Balkans -- 6: Teacher Education in Albania: Reforms and Future Developments -- The Context of Teacher Education. ; Teacher Education Reform in the Last Three Decades in the Light of Global Trends -- Main Characteristics of the Existing System of Initial Teacher Education -- Main Characteristics of Existing Systems of Teacher Professional Development -- Policy Issues and Future Implications for the Future Development of Teacher Education -- Conclusion -- References -- 7: Teacher Education in Bosnia and Herzegovina: The Most Significant Changes in Recent Decades for the Initial Education and Professional Development of Teachers -- Introduction -- The Context of Teacher Education -- Initial Teacher Education -- Teacher Professional Development -- The Legislative and Policy Status of the Education System in Bosnia and Herzegovina -- Conclusion -- References -- 8: Teacher Education in Croatia: Reforms and Challenges -- Introduction -- The Education System in Croatia -- Early and Preschool Education -- Primary School Education -- Secondary School Education -- Higher Education -- Education Reforms in Croatia -- Teacher Education in Croatia -- Initial Education of Kindergarten Teachers -- Initial Education of Primary Teachers -- Initial Education of Subject Teachers -- The Professional Education of Kindergarten and Primary School Teachers -- Challenges for the Future of Teacher Education in Croatia -- References -- 9: Teacher Education in the Republic of Serbia: Challenges, Possibilities, and Directions for Development -- Introduction: Teacher Education in the Republic of Serbia over the Last Three Decades -- Reforms in Serbia's Teacher Education in Light of Global Trends: Perception of Changes in Practice -- The Main Characteristics of the Existing Initial Teacher Education System -- Accreditation of Higher Education Institutions and Study Programmes -- Forms and Models of Initial Teacher Education in Serbia -- Problems in Initial Teacher Education. ; The Main Characteristics of the Existing Teacher Professional Development System in Serbia -- Possibilities and Directions for Improving Teacher Professional Development -- The Challenge of Education Policy -- Tensions and Challenges in the Process of Transforming Serbia's Teacher Education Systems -- Implications for the Future Development of Teacher Education in Serbia -- References -- 10: Teacher Education in Kosovo: Responding to a Challenging Local Context and Converging Towards Good International Practices -- Introduction -- Between Reinventing and Reforming Teacher Education -- The Need for Teacher Education Reform to Be Driven by Demand -- The Importance of Making Practical Training Relevant -- The Changing Meaning of 'Content' -- Connecting Pre-service Teacher Education to In-service Teacher Education -- Learning from Best Practice or Importing 'Easy' Solutions? -- Conclusion -- References -- 11: Teacher Education in North Macedonia: Reforms, Standardisation, and Creating Communities of Lifelong Learners -- Introduction -- Context of Teacher Education in North Macedonia -- Initial Teacher Education (ITE) -- Professional Development -- External Support for Teachers' Professional Development -- Teachers' Roles, Identities, and Professionalism -- Professional Learning Communities -- Teacher Leadership as the Basis of Professional Learning Communities -- Concluding Remarks -- References -- 12: Teacher Education in Slovenia: Between the Past, the Present, and the Future -- Introduction -- Socio-political Context -- Education System -- Preschool Education -- Compulsory Basic Education -- Upper Secondary Education -- Tertiary Education -- Education of Children with Special Needs -- Recent Reforms in Teacher Education -- Current System of Initial Teacher Education -- Current System of Teacher Professional Development. ; Tensions in Recent Teacher Education Reforms -- Some Possible Futures for Teacher Education -- References -- 13: Teacher Education in Montenegro: The Current State, Challenges, and Future Perspectives -- Introduction: The Background to Teacher Education in Montenegro -- The 2001 Reform Process -- Initial Teacher Education -- Transition to the New Study Programme System (2007 and 2012) -- The 2017 (Re-)accreditation Process -- Enrolment in Study Programmes -- Continuous Professional Development: In-service Teacher Training -- Discussion, Conclusions, and Directions for Future Development -- References -- 14: The Professionalisation of Teaching Careers in Romania: Transition Processes from Pre-university Education to Higher Education -- Introduction -- Longitudinal Perspectives on the Teacher Education System in Romania -- Transitions to Teacher Education in the Romanian Higher Education System -- From Teacher Education for Today to Teaching for the Future -- References -- 15: Teacher Education in Bulgaria: The Last Three Decades -- Context of Teacher Education -- The Global Context of Bulgarian Education Reforms over the Last Three Decades -- The Bulgarian System of Initial Teacher Education -- Bulgarian Systems of Teacher Professional Development -- The Challenges and Difficulties in Reforming Teacher Education and Qualification in Bulgaria -- Conclusion -- References -- Part IV: The Baltics -- 16: Teacher Education in Lithuania: Striving for Professionalism -- The Historical and Socio-economic Contexts of Teacher Education in Lithuania -- The Main Characteristics of Initial Teacher Education in Lithuania -- Transformations in Lithuania's Initial Teacher Education -- The Main Characteristics of Teacher Professional Development in Lithuania. ; Challenges and Tensions in Transforming Lithuania's Teacher Education: A Quest for a Research-Based and Collaborative Model.
• Titolo autorizzato: The Palgrave handbook of teacher education in Central and Eastern Europe
• ISBN: 3-031-09515-4
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910632474203321
• Lo trovi qui: Univ. Federico II