Teacher Education and Knowledge Transformation in Times of Change / edited by Nina Kilbrink, Martin Stolare, Aimie Brennan, and Ann Scott.

Format:

Book

Contributor:

Brennan, Aimie, editor.

Kilbrink, Nina, editor.

Scott, Ann, editor.

Stolare, Martin, editor.

Series:

Educational Research E-Books Online, Collection 2026.

Key Issues in Teacher Education: Policy, Research and Practice ; 4.

Educational Research E-Books Online, Collection 2026

Key Issues in Teacher Education: Policy, Research and Practice ; 4

Language:

English

Subjects (All):

Education.

Teachers--Training of.

Teachers.

Physical Description:

1 online resource (292 pages)

Edition:

1st ed.

Place of Publication:

Leiden ; Boston : Brill, 2026.

Language Note:

English

Summary:

This volume of the Teacher Education Policy in Europe (TEPE) book series presents original research that contributes to the knowledge base in teacher education research, including international perspectives. The chapters focus on themes on practice-based research for transformation, curriculum development and the student experience, as well as continuous professional development in times of change. The contributing authors emphasise how the purpose of education is not just about transferring knowledge but about transforming the knowledge that is taught and learned through various transformation processes that occur at different levels both outside and within the educational system. The book highlights the need for teacher educators and curriculum makers to continuously reflect on aspects of powerful knowledge. Contributors are: Peter Nicolai Aashamar, Pauline Book, Aimie Brennan, Angela Canny, Ina Cijvat, Cosette Crisan, Cindy De Smet, Kaisa Hahl, Ann-Kristin Hamberg, Katalin Hubai, Fjolla Kaçaniku, Nina Kilbrink, Alison Kitson, Kirsti Klette, André Koffeman, Yvonne Liljekvist, Susanne Mellerskog, David Mitchell, Sofie Nilsson, Christine Schmider, Alexander Jonas Viktor Selling, Marco Snoek, Alexis Stones, Linda Söderlind and Cato Tandberg.

Contents:

Intro

Contents

Preface

Figures and Tables

Figures

Tables

Notes on Contributors

Introduction: Teacher Education and Knowledge Transformation in Times of Change

1 The Context of Knowledge Transformation Research

2 Teachers as Transformers of Knowledge

3 The Contribution and Structure of This Book

3.1 Section 1: Teacher Education Research for Professional Development and Change: Practice-Based Research

3.2 Section 2: Teacher Education in Times of Change: Knowledge Transformation and the Student Experience

3.3 Section 3: The Impact and Value of Transforming Teacher Education Policy and Teacher Education in Times of Change

References

Part 1: Teacher Education Research for Professional Development and Change: Practice-Based Research

1. Developing Student Teachers' Ability to Reflect on Their Own Professional Development

Keywords

1 Introduction

2 Background

3 The Setting

4 Theory and Method

4.1 The Design and Implementation of This Learning Study

4.1.1 Step 1 - The Object of Learning

4.1.2 Step 2 - Defining Critical Aspects

4.1.3 Step 3 - Co-Planning Teaching

4.1.4 Step 4 - Implementation of Teaching

4.1.5 Step 5 - Post-Test

4.1.6 Step 6 - Analysis

4.1.7 Step 7 - Revisions

5 Results and Discussion

5.1 Cycle 1 - Results and Discussion

5.1.1 CA1 - Findings from the Students' Texts

5.1.2 CA2 - Findings from the Students' Texts

5.1.3 CA3 - Findings from the Students' Texts

5.1.4 Findings from the Tasks in the Films

5.2 Cycle 2 - Results and Discussion

5.2.1 CA1b - Findings from the Students' Texts

5.2.2 CA2b - Findings from the Students' Texts

5.2.3 CA3b - Findings from the Students' Texts

5.2.4 Findings from the Tasks in the Films

6 Conclusion

7 Implications

Note

References.

2. Exploring Collaborative Teacher Development through the Use of Causal Loop Diagrams

1 Transforming Teachers' Understanding of Schools as Social Systems

2 A System Perspective to Understand and Unravel Complexity

3 Causal Loop Diagrams to Visualise Social Patterns in Schools

4 Methodology

4.1 Research Design

5 Results

5.1 How Do Teachers Reflect on the Elements of a Given CLD in Terms of Social Capital Dimensions?

5.2 What Is the Added Value of Using CLD s to Discuss Social Patterns in Teacher Teams with the Aim of Strengthening Collaborative PD?

5.2.1 To What Extent Does the CLD Discussion Generate Insights?

5.2.2 To What Extent Does It Lead to Intentions and/or Possible Follow Ups?

5.2.3 What Are the Mechanisms or Moderators That Afford These Results?

6 Conclusions

7 Discussion

7.1 Limitations of the Study

7.2 Implications and Opportunities for Teachers and Teacher Education

3. Negotiating Teacher Educator Identity in the Context of Knowledge Transformation

1.1 Kosovo Context

1.2 Bridging Local and Global Relevance

1.3 Research Purpose and Questions

2 Theoretical Perspective

3 Methodology

4 Findings

4.1 Isolated Approaches to Facilitating Knowledge Transformation

4.2 Teacher Educator Disciplinary Identity and Knowledge Transformation

4.3 Boundary Objects in Collective Identity Formation

5 Discussion and Conclusion

5.1 Limitations of the Study

4. Developing Powerful Professional Knowledge in Mentor-Mentee Conversations

2 Powerful Professional Knowledge

3 Subject-Specific Mentoring

4 Different Approaches to Mentoring

5 Transformation in Teaching Practice

6 Method

6.1 Methodology

6.2 Data Analysis

6.3 Limitations to Method

7 Findings.

7.1 Emphasising Educative Mentoring

7.2 Teacher Identity Development

7.3 Transformation Towards 'Teaching the Subject'

7.4 Judgementoring as Gatekeeping

8 Discussion

9 Conclusions

5. Teacher Preparation in Hungary in Times of Change

2 Key Concepts and Context: The Teaching Practicum Experience, Mentoring, and Assessment

3 Research Methods

3.1 Interview Study

3.2 Document Analysis

3.3 Positionality and Ethical Considerations

4 Results and Discussion

4.1 Learner-Centeredness

4.2 Aims-Oriented Approach and Decision-Making

4.3 Openness to Reflection and Experimentation

4.4 Professional Dedication

5 Conclusion

Part 2: Teacher Education in Times of Change: Knowledge Transformation and the Student Experience

6. The Role of Expert Teachers in Knowledge Transformation across Subjects

2 The Transformation of Disciplines into School Subjects

3 Transformation in Practice: Tom's Lesson

4 What Kind of Knowledge Is History?

5 Tom's Role in the Transformation of History in His Lesson

6 Tom as an Agent of Transformation

7 How Special Are Subjects?

8 Conclusion

Notes

7. Teaching Climate Change in Geography Education

2 Climate Change - a Curriculum Content

3 Theoretical Perspectives

4 Method

5 Findings

5.1 Didactical Choices

5.2 Didactical Challenges

5.3 Developing Geographical Thinking through a Workshop on Planning Climate Change Teaching

6 Discussion

7 Conclusions and Implications for Teachers and Teacher Education

8. AI Assisted Writing in School

2 Previous Research

3 Theoretical Framework

4 Methodology and Methods

5 Findings.

5.1 AI as a Provider of Access and Diversity

5.2 Insufficient Support for Designing and Redesigning

5.3 A Clash between Process and Product

5.4 Embracing AI in the Writing Process

7 Conclusion

9. Too Much or Too Little? Connecting to the World beyond the Classroom

1 Purpose

2 Theoretical Framework

3 Previous Research

3.1 State-of-the-Art: Transformations between Everyday and Disciplinary Knowledge

4 Research Design and Methods

4.1 Analytical Framework and Coding Procedures

5.1 Overview of Distributions across Subjects

5.2 Analysis of Illustrative Examples in Social Studies and Mathematics

5.2.1 Excerpt 1: A Mathematics Lesson That Obtained a Score of 2 on Connectedness (Sweden)

5.2.2 Excerpt 2: A Mathematics Lesson with a Score of 4 for Connectedness (Norway)

5.2.3 Excerpt 3: A Social Studies Lesson on Economy That Obtained a Score of 3 for Connectedness (Sweden)

5.2.4 Excerpt: 4 A Social Studies Lesson on a Topical Issue That Obtained a Score of 4 for Connectedness (Norway)

10. Identity Texts in Meaning-Making and Assessment in Science

2 Literature Review

2.1 Identity Texts

2.2 Social Semiotic Approach to Meaning-Making

2.3 Dynamic Assessment

3 Method

3.1 Sampling and Context

3.2 Analysis

4.1 Social Semiotic Analysis

4.2 Analysis of Dynamic Assessment

5 Discussion

5.1 Identity Texts in Meaning-Making Processes for Multilingual Students

5.2 Meaning-Making and Assessment Intertwined

Part 3: The Impact and Value of Transforming Teacher

11. Curricular Reforms in France

2 Educational Context

2.1 Theoretical Background: The Concept of Coherence.

2.2 Characteristics of the Teacher Education System in France

2.3 The Reform of the Teacher Education System in France

2.3.1 Changing of Paradigm: The 2011/12 Reform

2.3.2 The 2020 Reform: Aims and Consequences

3 Students' Perception of a Coherent Professionalisation through the Reforms

3.1 Methods and Metrics for Students' Evaluation

3.2 Survey Versions and Participants

3.3 Results

3.3.1 Overall Satisfaction and Comparison of Satisfaction with Disciplinary and Didactical Courses

3.3.2 Time Allocation for Teaching Didactics and Disciplinary Knowledge

3.3.3 Envisioning Oneself as Future Teacher

4 Discussion

12. Fostering the Value of Sociology of Education in Initial Teacher Education Policy

2 Theory and Practice - A Historical Legacy of Separation in ITE Programmes

4 ITE Students' and Graduates' Assessment of Sociology of Education

5 A Model of Transdisciplinary Integration for Initial Teacher Education

Concluding Comments: Developing Professional Knowledge in Teacher Education

1 Three Themes in the Chapters of the Book

1.1 Teacher Education: Theory and Practice

1.2 Transformation Processes as a Central Element of Teachers' Professional Knowledge

1.3 Organising Teacher Education

2 Knowledge, Content and Structure in Teacher Education

2.1 Didactics and Social Realism: A Fruitful Tension

2.2 The Content of Teacher Education

Index.

Notes:

Includes bibliographical references and index.

Description based on publisher supplied metadata and other sources.

Description based on print version record.

ISBN:

90-04-73155-5

9789004731554

OCLC:

1574809359

Publisher Number:

10.1163/9789004731554 DOI