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.

Autorentext

Babak Dadvand is Senior Lecturer in Pedagogy, Professional Practice, and Teacher Education at La Trobe University, Australia. His research focuses on issues of equity and social justice in education, with a particular emphasis on preparing and supporting teachers to work in underserved and hard-to-staff school settings.

Jo Lampert is Professor of Teacher Education for Social Transformation and co-lead of Monash University's Education Workforce for the Future Impact Lab in Australia. Her research interests include initial teacher education for social justice, Indigenous education, and teaching in the hardest-to-staff schools.

Clare Brooks is a Professor of Education at the University of Cambridge, UK. Her research focuses on how policy influences access to teacher education for isolated communities and on definitions of quality in teacher education. Clare was Pro-Director of Education and Professor of Education at UCL's Institute of Education (IOE) prior to joining Cambridge, where she currently leads the EdD programme.