<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The article presents small-scale qualitative research that reveals the views of teacher education (TE) experts from different geographical regions of Europe on teacher education admission criteria (TEA) today and in the future world. This exploration would open the international debate on the future need to reinvent the TE, TEA, and rethink the qualities of the TE candidates in a sustainable TE framework for the wide diversity of European countries. Data were collected from ten experts using a qualitative questionnaire with eight open questions, including one multiple choice question. Inductive and deductive qualitative content analysis was performed on the qualitative data collected. This study gives voice to professionals in TE and TEA, allowing them to express concerns, perspectives, and visions of current and future TE and TEA. In light of the cultural, social, political, and educational context in several European countries, the findings illustrate the scope of similar and unique discourses that are considered crucial in educational politics and decision making on the national, regional and pan-European scale.</p>
</abstract>

The article presents small-scale qualitative research that reveals the views of teacher education (TE) experts from different geographical regions of Europe on teacher education admission criteria (TEA) today and in the future world. This exploration would open the international debate on the future need to reinvent the TE, TEA, and rethink the qualities of the TE candidates in a sustainable TE framework for the wide diversity of European countries. Data were collected from ten experts using a qualitative questionnaire with eight open questions, including one multiple choice question. Inductive and deductive qualitative content analysis was performed on the qualitative data collected. This study gives voice to professionals in TE and TEA, allowing them to express concerns, perspectives, and visions of current and future TE and TEA. In light of the cultural, social, political, and educational context in several European countries, the findings illustrate the scope of similar and unique discourses that are considered crucial in educational politics and decision making on the national, regional and pan-European scale.

Present and Future of Teacher Education Admission: Perspectives From Europe

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Present and Future of Teacher Education Admission: Perspectives From Europe"}

The article presents small-scale qualitative research that reveals the views of teacher education (TE) experts from different geographical regions of Europe on...

Present and Future of Teacher Education Admission: Perspectives From Europe

Publié en ligne: 09 juil. 2022

Pages: 145 - 168

DOI: https://doi.org/10.2478/jtes-2022-0011

Mots clés
admission to teacher education, qualitative research, post-pandemic world, sustainable teacher education, Europe

© 2022 Anita Pipere et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Present and Future of Teacher Education Admission: Perspectives From Europe

Publié en ligne: 09 juil. 2022

Pages: 145 - 168

DOI: https://doi.org/10.2478/jtes-2022-0011

Mots clésadmission to teacher education, qualitative research, post-pandemic world, sustainable teacher education, Europe

© 2022 Anita Pipere et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
admission to teacher education, qualitative research, post-pandemic world, sustainable teacher education, Europe