Rethinking the concept of teacher education: A problematization and critique of current policies and practices

This introduction aims to set the context for the subsequent chapters that provide a critical re-reading of the concept of teacher education from various countries. Supporting Europe’s teachers is one of the EU priorities that were bolstered by confirmation of the importance of revising and strengthening the professional profile of the teaching profession. Teachers are regarded as key players in the enactment of accountability systems at the local level, at times being forced to vindicate their professional status and judgement which ultimately affects their professional identity and their perception of self-efficacy as education professionals. Besides being lifelong learners, teachers are also regarded as valued professionals, with the notion of professional teachers thus evolving to address the challenges emerging in twenty-first-century education. This chapter thus seeks to problematize how the concept of teacher education is being understood by policymakers, teacher education providers, and the teachers themselves. Teaching and teacher education are a deeply contested field within education and within different national contexts, with research on teacher education still a ‘messy’ and somewhat young research field.