This handbook provides a comprehensive, scholarly overview of teacher education in Central and Eastern Europe (CEE), since the fall of communism in 1989. It looks closely at recent trends, emerging practices, and possible futures for teacher education in twenty-one CEE countries – reaching from the Balkans, through the Visegrad Group, to Eastern Europe and the Baltics. The contributing authors reflect on their own countries’ uphill battles and journeys towards modernising teacher education over the last three decades. Subsequently, contemporary teacher education policies, structures, and practices are explored in light of Bologna reforms, EU higher education policies, and globalisation processes. Each chapter also offers some predictions about likely future trajectories – with concrete suggestions on how to develop and improve teacher education systems in response to the growing pressures of neoliberal ideologies. The Palgrave Handbook of Teacher Education in Central and Eastern Europe provides a valuable reference that enriches the work of scholars, students, policymakers, and practitioners across CEE and beyond.
Daftar Isi
Part I Introduction.- 1 Setting the Scene: The Changing Contexts of Teacher Education in Central and Eastern Europe and Beyond.- Part II The Visegrad Countries.- 2 Teacher Education in the Czech Republic: Recent Developments and Future Prospects.- 3 Teacher Education in Hungary: Between Autonomy and Control.- 4 Teacher Education in Poland: Contested Terrains Between Policy and Practice.- 5 Teacher Education in Slovakia: Recent Joys and Challenges for the Future.- Part III The Balkans.- 6 Teacher Education in Albania: Reforms and Future Developments.- 7 Teacher Education in Bosnia and Herzegovina: The Most Significant Changes in Recent Decades for the Initial Education and Professional Development of Teachers.- 8 Teacher Education in Croatia: Reforms and Challenges.- 9 Teacher Education in the Republic of Serbia: Challenges, Possibilities, and Directions for Development.- 10 Teacher Education in Kosovo: Responding to a Challenging Local Context and Converging Towards Good International Practices.- 11 Teacher Education in North Macedonia: Reforms, Standardisation, and Creating Communities of Lifelong Learners.- 12 Teacher Education in Slovenia: Between the Past, the Present, and the Future.- 13 Teacher Education in Montenegro: The Current State, Challenges, and Future Perspectives.- 14 The Professionalisation of Teaching Careers in Romania: Transition Processes from Pre-university Education to Higher Education.- 15 Teacher Education in Bulgaria: The Last Three Decades.- Part IV The Baltics.- 16 Teacher Education in Lithuania: Striving for Professionalism.- 17 Teacher Education in Latvia: Educating Teachers to Become Global Citizens.- 18 Teacher Education in Estonia: From the Soviet School System to One of the Best in Europe According to PISA Results.- Part V Eastern Europe.- 19 Teacher Education in Russia: The Current State and Development Prospects.- 20 Teacher Education and Professional Development in the Republic of Belarus: 1990–2020 Overview and Future Prospects.- 21 Teacher Education in the Republic of Moldova: Past and Present Trends.- 22 Teacher Education in Ukraine: Surfing the Third Wave of Change.- Part VI Conclusion.- 23 Teacher Education in Central and Eastern Europe: Emerging Themes and Potential Future Trajectories.
Tentang Penulis
Marta Kowalczuk-Walędziak is Vice Dean for International Co-operation and Assistant Professor at the University of Białystok, Poland, and Visiting Professor at Daugavpils University, Latvia. She was also a member of the Administrative Council of the Association for Teacher Education in Europe (ATEE), 2018-2021.
Roza A. Valeeva is Professor, D.Sc. of Pedagogic Sciences, Head of the Pedagogy Department in the Institute of Psychology and Education, Kazan Federal University, Russia. She is also the President of Janusz Korczak Society in Russia, member of the Board of the International Korczak Association (IKA).
Marija Sablić is Associate Professor at the Faculty of Humanities and Social Sciences and head of the Pedagogy and Contemporary School Culture Ph D defence board, J.J. Strossmayer University, Croatia. She was also a member of the Administrative Council of the Association for Teacher Education in Europe (ATEE), 2015-2021.
Ian Menter is Emeritus Professor of Teacher Education at the University of Oxford, UK. He has been the President of both the Scottish and British Educational Research Associations.
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