Snoek, MarcoFino, Carlos NogueiraHalstead, ValerieHilton, GillianMikl, JosefRehn, Jo RanSousa, Jesus MariaStomp, LexViebahn, Peter2022-05-102022-05-102010Snoek, 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/10.1080/0261976032000065706http://hdl.handle.net/10400.13/4269SUMMARY 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.engTeacher educationTrendsEurope.Faculdade de Ciências Sociaisjournal article10.1080/0261976032000065706