Marta Kowalczuk-Walędziak – författare

Teacher education is facing unprecedented challenges: from teacher shortages and shifting policy landscapes, to the rapid expansion of digital learning. This book serves as a continuation of key themes discussed at the 2024 ATEE Annual Conference in Budapest, Teacher Education on the Move, and explores how the field is responding to these challenges. Bringing together international perspectives, it examines how moments of crisis can become catalysts for innovation, renewal, and meaningful transformation in teaching and teacher education.The book comprises ten chapters written by scholars and practitioners working across a wide range of geo-political contexts. It explores key movements within and beyond teacher education: developing alternative pathways to addressing teacher shortages; adopting research-informed approaches to teacher education; embracing reflexivity and improvisation within the role of the teacher; and embedding online teaching and learning longer term. Rather than frame crises solely as obstacles to overcome, the authors instead handle them as pivotal moments for rethinking assumptions, disrupting routines, and exploring new possibilities for teacher education.By gathering diverse voices, topics, and research methodologies, this book offers not just a repository of knowledge, but a dynamic resource for researchers, teacher educators, student teachers, teachers, and educational leaders who seek robust, research-informed insights to inspire their efforts in modernising teaching and teacher education. Ultimately, it aims to support the teacher education community in becoming resilient in adapting to change within the field, as well as actively contributing to positive transformations in wider society.

Teacher education is facing unprecedented challenges: from teacher shortages and shifting policy landscapes, to the rapid expansion of digital learning. This book serves as a continuation of key themes discussed at the 2024 ATEE Annual Conference in Budapest, Teacher Education on the Move, and explores how the field is responding to these challenges. Bringing together international perspectives, it examines how moments of crisis can become catalysts for innovation, renewal, and meaningful transformation in teaching and teacher education.The book comprises ten chapters written by scholars and practitioners working across a wide range of geo-political contexts. It explores key movements within and beyond teacher education: developing alternative pathways to addressing teacher shortages; adopting research-informed approaches to teacher education; embracing reflexivity and improvisation within the role of the teacher; and embedding online teaching and learning longer term. Rather than frame crises solely as obstacles to overcome, the authors instead handle them as pivotal moments for rethinking assumptions, disrupting routines, and exploring new possibilities for teacher education.By gathering diverse voices, topics, and research methodologies, this book offers not just a repository of knowledge, but a dynamic resource for researchers, teacher educators, student teachers, teachers, and educational leaders who seek robust, research-informed insights to inspire their efforts in modernising teaching and teacher education. Ultimately, it aims to support the teacher education community in becoming resilient in adapting to change within the field, as well as actively contributing to positive transformations in wider society.

Teacher education is facing unprecedented challenges: from teacher shortages and shifting policy landscapes, to the rapid expansion of digital learning. This book serves as a continuation of key themes discussed at the 2024 ATEE Annual Conference in Budapest, Teacher Education on the Move, and explores how the field is responding to these challenges. Bringing together international perspectives, it examines how moments of crisis can become catalysts for innovation, renewal, and meaningful transformation in teaching and teacher education.The book comprises ten chapters written by scholars and practitioners working across a wide range of geo-political contexts. It explores key movements within and beyond teacher education: developing alternative pathways to addressing teacher shortages; adopting research-informed approaches to teacher education; embracing reflexivity and improvisation within the role of the teacher; and embedding online teaching and learning longer term. Rather than frame crises solely as obstacles to overcome, the authors instead handle them as pivotal moments for rethinking assumptions, disrupting routines, and exploring new possibilities for teacher education.By gathering diverse voices, topics, and research methodologies, this book offers not just a repository of knowledge, but a dynamic resource for researchers, teacher educators, student teachers, teachers, and educational leaders who seek robust, research-informed insights to inspire their efforts in modernising teaching and teacher education. Ultimately, it aims to support the teacher education community in becoming resilient in adapting to change within the field, as well as actively contributing to positive transformations in wider society.

Teacher education is facing unprecedented challenges: from teacher shortages and shifting policy landscapes, to the rapid expansion of digital learning. This book serves as a continuation of key themes discussed at the 2024 ATEE Annual Conference in Budapest, Teacher Education on the Move, and explores how the field is responding to these challenges. Bringing together international perspectives, it examines how moments of crisis can become catalysts for innovation, renewal, and meaningful transformation in teaching and teacher education.The book comprises ten chapters written by scholars and practitioners working across a wide range of geo-political contexts. It explores key movements within and beyond teacher education: developing alternative pathways to addressing teacher shortages; adopting research-informed approaches to teacher education; embracing reflexivity and improvisation within the role of the teacher; and embedding online teaching and learning longer term. Rather than frame crises solely as obstacles to overcome, the authors instead handle them as pivotal moments for rethinking assumptions, disrupting routines, and exploring new possibilities for teacher education.By gathering diverse voices, topics, and research methodologies, this book offers not just a repository of knowledge, but a dynamic resource for researchers, teacher educators, student teachers, teachers, and educational leaders who seek robust, research-informed insights to inspire their efforts in modernising teaching and teacher education. Ultimately, it aims to support the teacher education community in becoming resilient in adapting to change within the field, as well as actively contributing to positive transformations in wider society.

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.

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.

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.

This book offers a research-based insight into a unique - and growing - group of teachers: those who have decided to undertake doctoral studies as a part of their ongoing professional development. Drawing on interviews with 30 Polish teachers with PhDs, this book illustrates how the doctorate is an important vehicle for strengthening teachers’ skills and knowledge, leading them to implement research-based teaching and learning pedagogies in their classrooms. Given these promising findings, this text ultimately seeks to identify implications for policy and practice in the process of building a truly research-rich teaching profession. After all, it is time to rethink the current doctoral education landscape, with the goal of enriching the relationship between research and practice.