Babak Dadvand – författare

This book critically evaluates the dynamic landscape of teacher education on a global scale, delving into its recent advancements, innovations, and emerging paradigms. Recognizing the need to arm teachers with the capacity to address contemporary challenges, the authors emphasize inventive approaches within teacher education that can foster the ability to confront problems such as unprecedented inequality, resurgence of ultra-right movements, environmental crises, and the interconnected dilemmas of today's world.By analysing the intricacies, strengths, and limitations inherent in existing teacher education models, Dadvand, Lampert, and Brooks and their contributors examine current frameworks and consider the potential and drawbacks in preparing educators to effectively tackle multifaceted challenges. The chapters focus on the opportunities and limitations presented by ongoing trends in Initial Teacher Education, particularly in relation to the most urgent issues of our time.This valuable resource for educators, policymakers, and researchers is an essential read for anyone committed to fostering social justice and inclusive education and seeking to equip educators for the challenges of today's world.

This book critically evaluates the dynamic landscape of teacher education on a global scale, delving into its recent advancements, innovations, and emerging paradigms. Recognizing the need to arm teachers with the capacity to address contemporary challenges, the authors emphasize inventive approaches within teacher education that can foster the ability to confront problems such as unprecedented inequality, resurgence of ultra-right movements, environmental crises, and the interconnected dilemmas of today's world.By analysing the intricacies, strengths, and limitations inherent in existing teacher education models, Dadvand, Lampert, and Brooks and their contributors examine current frameworks and consider the potential and drawbacks in preparing educators to effectively tackle multifaceted challenges. The chapters focus on the opportunities and limitations presented by ongoing trends in Initial Teacher Education, particularly in relation to the most urgent issues of our time.This valuable resource for educators, policymakers, and researchers is an essential read for anyone committed to fostering social justice and inclusive education and seeking to equip educators for the challenges of today's world.

This book critically evaluates the dynamic landscape of teacher education on a global scale, delving into its recent advancements, innovations, and emerging paradigms. Recognizing the need to arm teachers with the capacity to address contemporary challenges, the authors emphasize inventive approaches within teacher education that can foster the ability to confront problems such as unprecedented inequality, resurgence of ultra-right movements, environmental crises, and the interconnected dilemmas of today's world.By analysing the intricacies, strengths, and limitations inherent in existing teacher education models, Dadvand, Lampert, and Brooks and their contributors examine current frameworks and consider the potential and drawbacks in preparing educators to effectively tackle multifaceted challenges. The chapters focus on the opportunities and limitations presented by ongoing trends in Initial Teacher Education, particularly in relation to the most urgent issues of our time.This valuable resource for educators, policymakers, and researchers is an essential read for anyone committed to fostering social justice and inclusive education and seeking to equip educators for the challenges of today's world.

This book examines some of the most pressing challenges facing care, equity, and inclusion in education in the age of globalising neoliberal capitalism. Drawing on empirical data collected using a case study of a government secondary school in a low socio-economic status suburb in Melbourne, Australia, this book interrogates the impacts of dominant performative policies and practices on students who have more complex needs, or are from socio-economically marginalised backgrounds. It reviews these policies and practices, which are increasingly driven by the discourses of learning achievement and outcomes measured via high-stakes testing. This book examines how these developments have created (in)visible geographies of exclusion for marginalised students in mainstream schools. It uses notions of belonging, ethics of care and emotional labour as theoretical tools to provide critical analyses of the practices that differentiate and divide among students. This book’s narrative approach is built around recounting ‘deep stories’ of the participants, their dilemmas and predicaments; it synthesises intimate narrative accounts with research-informed analysis and discussions.