Recruiting and Educating the Best Teachers: Policy, Professionalism and Pedagogy

Joanna Madalinska-Michalak, Ph.D. (2002), is a Full Professor at University of Warsaw, Poland, and Honorary Professor at Aarhus University, Denmark. She serves as an expert for European Commission – Jean Monnet programme. She is a past Chair of TEPE Network (2016–2020). She has published extensively on teacher education, teacher professional development, and leadership.Maria Assunção Flores, Ph.D. (2002), works at the University of Minho, Portugal. She is Director of the Research Centre on Child Studies and co-editor of the European Journal of Teacher Education. She has published extensively on the topics of teacher education, teacher professional development, leadership, curriculum, assessment and higher education. Ee Ling Low, Ph.D. (1998), University of Cambridge, UK, is Dean, Academic and Faculty Affairs and the immediate past Dean, Teacher Education at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. She is an internationally renowned expert in Teacher Education and World Englishes.Shirley Van Nuland, Ph.D. (1998), University of Toronto, Canada, is an Adjunct Professor and past Associate Professor and Academic Lead at the Faculty of Education, University of Ontario Institute of Technology. She researches teacher education, standards and ethical codes as these intersect lives of teachers.

• PrefaceList of Figures and TablesNotes on ContributorsIntroduction: Recruiting and Educating the Best TeachersJoanna Madalinska-Michalak, Maria Assunção Flores, Ee Ling Low and Shirley Van NulandPART 1: Policy in Recruiting and Educating the Best Teachers1 Policy and Quality: Comparing National Level Influences on the Professional Status, Initial Education, Recruitment and Transition into Work of TeachersJoanna Madalinska-Michalak, Maria Assunção Flores and Erika Löfström2 Power and Policy: Recruiting and Educating the Best Teachers Using Empowering Research DesignsSuzanne O’Keeffe3 National Teacher Education Policies and Their Alignment with International Guidelines: Examples from Brazil and PortugalMarilde Queiroz Guedes and Luís Tinoca4 France as a Deviating Case from Global Reforms on Teacher RecruitmentTania Alonso-Sainz and Bianca Thoilliez5 Teacher Competences and Professional Identity under Construction: Initial Teacher Education for Secondary School Teachers in SpainLucía Sánchez-Tarazaga and Reina Ferrández-Berrueco6 Addressing the Gender Gap in Primary Education in Scotland: Where Are We and Where Should We Be Going?Mary Knight and Paola SangsterPART 2: Developing and Educating the Best Teachers: Pedagogy and Professionalism7 The (Re)shaping and (Re)constructing of Teacher Education in Ontario, CanadaShirley Van Nuland, Kurt Clausen and Diana Petrarca8 Rethinking Employment-Led Teacher Preparation as ApprenticeshipRosalyn Hyde9 The Position of Foundation Studies in Teacher Education: A Policy-Practice DisconnectAimie Brennan and Angela Canny10 Rethinking Teacher Education in the Singapore ContextEe Ling Low11 Digital Portfolios in Teacher Education: Development of Future-Ready Autonomous Thinking TeachersStefanie Yen Leng Chye, Bee Leng Chua and Satya Samhita Balanagu12 Exploring Reflective Practice in an Initial Teacher Education Program in IrelandJennifer Liston, Melanie Ní Dhuinn, Mark Prendergast and Tandeep KaurLessons Learnt: Recruiting and Educating the Best Teachers: Policy, Professionalism and PedagogyJoanna Madalinska-Michalak, Maria Assunção Flores, Ee Ling Low and Shirley Van NulandIndex