Reflections on trends in teacher education in Europe using the scenario perspective

SUMMARY In the preceding papers the scenario model of ATEE-RDC19 is used as a reflecting instrument on trends and development in teacher education in different European countries. In this short contribution, a reflection on those papers is made to see whether common trends arise. In this rough picture, it is possible to see that in all analysed countries there is a tendency towards a more pragmatic and individualistic approach in society, influencing teacher education. But these two trends (toward pragmatism and towards idealism) are not in all case studies strongly connected. However, bearing in mind some critical comments on the scenario model, strong and definitive conclusions are to be avoided.

Keywords

Teacher education Trends Europe . Faculdade de Ciências Sociais

URI

http://hdl.handle.net/10400.13/4269

Citation

Snoek, M., Fino, C. N., Halstead, V., Hilton, G., Mikl, J., Rehn, J. R., ... & Viebahn, P. (2003). Reflections on trends in teacher education in Europe using the scenario perspective. European Journal of Teacher Education, 26(1), 137-142. https://doi.org/10.1080/0261976032000065706