Generated by All in One SEO v4.9.10, this is an llms.txt file, used by LLMs to index the site. # InFo-TED International Forum for Teacher Educator Development ## Sitemaps - [XML Sitemap](https://info-ted.eu/sitemap.xml): Contains all public & indexable URLs for this website. ## Posts - [Towards diversity-responsive teacher educators: reflections of a professional development initiative](https://info-ted.eu/towards-diversity-responsive-teacher-educators/) - In the past year, a fruitful collaboration took place between a teacher educator, Ann, and a doctoral researcher, Benjamin, regarding a professional development initiative (PDI) on teacher educators’ responsiveness to diversity. To inspire others to replicate the PDI we share some reflections from both perspectives. Context Diversity-responsive education addresses the fact that current educational systems - [Creative research as a starter for professional dialogue](https://info-ted.eu/creative-research-as-a-starter-for-professional-dialogue/) - Creative research methods invite people in and promote professional development while participating in the research. - [‘So how do you feel that lesson went?’ Patterns of discursive interaction in post-lesson debriefs](https://info-ted.eu/patterns-of-discursive-interaction-in-post-lesson-debriefs/) - Thinking before we talk, or realising that talk is structuring thinking and thus learning, would allow for more intentional conversational choices in post-lesson debriefs. - [Identifying School-Based Teacher Educators' Professional Learning Needs: An International Survey](https://info-ted.eu/sleeping-beauty-and-the-future-of-teacher-education-2/) - The presumption that, if you can teach young people in schools you can therefore also teach adults how to teach and how to teach more effectively, is one that has permeated many teacher education systems and policies (Parker, Zenkov, and Glaser, 2021). - [Teacher's Profession is (Still) Attractive in Finland](https://info-ted.eu/sleeping-beauty-and-the-future-of-teacher-education-3/) - In 2023 at the University of Helsinki, only 10% of the applicants were accepted to primary school teacher education programme and only 4% of the applicants were accepted to special education teacher education programme. - [Sleeping Beauty and the future of (teacher) education](https://info-ted.eu/sleeping-beauty-and-the-future-of-teacher-education/) - What if you fell asleep and wake up one hundred years from now? How do you think education smells in 2123? Which metaphor would best represent the teacher-student relationship we see? Which animal do you hope runs the school premises? Sixty educational professionals working in all areas of the educational field - [Long-COVID-19 - The need to (re-)research about teacher educators’ professional learning needs](https://info-ted.eu/long-covid-19-the-need-to-re-research-about-teacher-educators-professional-learning-needs/) - The COVID-19 pandemic has encouraged us to rethink about the long-lasting implications for teacher education and how the traditional approaches to educate teacher candidates have evolved. This unexpected scenario has become a living laboratory for teacher educators who have had to transfer to solely relying... - [Fit to teach?](https://info-ted.eu/fit-to-teach/) - As a teacher educator of 13 years of experience, I have learned a great deal since Covid-19 took its grip on the UK in March 2020, with the pandemic providing me with time to reflect on and review my previous and current practice (Bain et al 2002).The personal and professional became inextricably intertwined, prompting me to engage with my practice in more depth. I am a teacher educator, a parent, an assessor, and a former school teacher. These roles once separate, have become interwoven, leading me to look at my engagement in the teacher educator landscape through a different lens. - [Changing the ‘message’ of school physical education in response to COVID-19: avoiding the ‘new normal’](https://info-ted.eu/changing-the-message-of-school-physical-education-in-response-to-covid-19-avoiding-the-new-normal/) - The current Covid-19 pandemic has, and will continue to, significantly influence the way in which teaching and learning are experienced in schools (Kaur, 2020). As some governments begin to consider plans and protocols for a safe return to schools, as a physical education teacher and physical education teacher educator respectively, we raise the concern that physical education... - [Teacher educator conversations prompted by the COVID-19 pandemic: opportunities and responsibilities (post 1)](https://info-ted.eu/teacher-educator-conversations-prompted-by-the-covid-19-pandemic-opportunities-and-responsibilities/) - As a teacher educator and Assistant Dean Research I believe it is incumbent on me to examine, suggest and explore initiatives amongst teacher educator colleagues in helping in identifying and initiating how best to consider ‘spaces’ where teacher education colleagues can harness... - [Teacher educator conversations prompted by the COVID-19 pandemic: opportunities and responsibilities (post 3)](https://info-ted.eu/teacher-educator-conversations-prompted-by-the-covid-19-pandemic-opportunities-and-responsibilities-post-3/) - On March 12th, 2020, the HEIs closed. As work moved from our educational institutions, complete with offices, corridors, lecture theatres, tutorial rooms and staff rooms, to our homes, we also moved from the physical world to the virtual world of work. In designing these new... - [Teacher educator conversations prompted by the COVID-19 pandemic: opportunities and responsibilities (post 2)](https://info-ted.eu/teacher-educator-conversations-prompted-by-the-covid-19-pandemic-opportunities-and-responsibilities-post-2/) - Our identities have changed somewhat as a result of the many changes to our professional routines, norms and practices coupled with changes and adjustments in our personal routines. Our omni-presence at home means we ‘wear many... - [Teachers as teacher educators in the post-COVID world](https://info-ted.eu/teachers-as-teacher-educators-in-the-post-covid-world/) - It has been a decade since the highly influential report Teaching Scotland’s Future, also known as the Donaldson Report, was published. This document set out a blueprint for developing teacher education in Scotland. I know this report well, because I read it cover to cover, in preparation for my current job in Teacher Education. The interview presentation asked me to consider the recommendation: “All teachers should see themselves as teacher educators...” - [How Corona relates to educational change: An impetus for ICT-based teacher education](https://info-ted.eu/how-corona-relates-to-educational-change-an-impetus-for-ict-based-teacher-education/) - It’s April 2020 and I’m writing this at home in lockdown during the Covid 19 pandemic. In these terrible times, one of my ways of maintaining a semblance of ‘normal life’ is to take refuge in my research, an enjoyable and – usually - productive process for me. But this was not always so. In my early years as a teacher educator, I struggled to research and write... - [Being and Becoming A Research-Active Teacher Educator](https://info-ted.eu/being-and-becoming-a-research-active-teacher-educator/) - It’s April 2020 and I’m writing this at home in lockdown during the Covid 19 pandemic. In these terrible times, one of my ways of maintaining a semblance of ‘normal life’ is to take refuge in my research, an enjoyable and – usually - productive process for me. But this was not always so. In my early years as a teacher educator, I struggled to research and write. A brief autobiography will explain why.I entered teacher education, straight from school teaching... - [Mentoring as support for professional development](https://info-ted.eu/mentoring-as-support-for-professional-development/) - Mentoring is acknowledged as a means to support professional development for teachers. However, mentoring has multiple meanings and may be practiced as supervision, support or collaborative self-development for new as well as experienced teachers. As researchers we were curious to find out what expectations newly qualified teachers, their mentors and their school-leaders have to mentoring and professional development and thereby to identify what kind of mentoring is needed... - [Supporting Do-It-Yourself video-based teachers' professional learning](https://info-ted.eu/supporting-do-it-yourself-video-based-teachers-professional-learning/) - Focus on short videotaped episodes, find critical moments and examine them through predefined perspectives. These are the core instructions of a Do It Yourself (DIY) tool for analyzing self-filmed classroom videos currently being developed. Many teacher educators consider classroom video to be an important resource that supports high-quality professional learning (Marsh & Mitchell, 2014). Videos provide rich data, and are easily filmed with smartphones. - [Educating teachers for innovative education: Every day is different, every school is different](https://info-ted.eu/educating-teachers-for-innovative-education-every-day-is-different-every-school-is-different-too/) - As a 19-year-old girl, I used to work at a bank during summer holidays. For three weeks I was a desk staff member and I helped customers with foreign currencies, to place funds and make cash withdrawals. At that time there were no cash machines yet. The job I experienced was not at all exciting. At the beginning of the day, I knew exactly what was going to happen. I knew which forms I had to hand in at the end of the day to be sent to the head office. It did not take me long to realize I did not have any aspiration to work as a bank employee. - [Teacher educators as committed professionals](https://info-ted.eu/teacher-educators-as-committed-professionals/) - In August 2018 Swedish schoolgirl Greta Thunberg staged a protest outside the Riksdag, holding a sign "Skolstrejk för klimatet". This was the spark to an international movement of pupils who take time off from class to demonstrate and demand political action to prevent further climate change. In 2019 this movement reached Belgium: between February and May pupils went on strike and demonstrated in Brussels and other major towns. At first these weekly demonstrations stimulated the debate on climate change and the growing political awareness of a new generation. The ‘climate truants’... - [Voices of Teacher Educators: Preparing the Next Generation of Teacher Educators](https://info-ted.eu/voices-of-teacher-educators-preparing-the-next-generation-of-teacher-educators/) - As the landscape of teacher education continues to shift towards emphasizing program coherence and highly integrated clinical practice, so too does the work of teacher educators working in higher education. The emphasis on linking to the clinical context requires collaboration between school and university-based teacher educators’ to systematically and intentionally link theory, research, and practice to support teacher candidate learning. This preparation requires creating third spaces... - [Registration deepens and connects](https://info-ted.eu/registration-deepens-and-connects/) - Experiences with Velon Professional Registration for Teacher Educators. Velon (Association for Teacher Educators in the Netherlands) is committed to the quality of individual teacher educators and to the quality of the professional group. Velon manages, among other things, the professional register for teacher educators. The aim of registration is a recognition of the quality of teacher educators’ work. As chair of Velon, I couldn't stay behind. it was time for me to register and it seemed best to do that together... - [The team member role and ways of becoming ‘in-service’](https://info-ted.eu/the-team-member-role-and-ways-of-becoming-in-service/) - We all want to be ‘in-service’ in qualitatively good ways. InFo-TED's conceptual model for teacher educators, shows that we pass through several phases before we are ‘in-service’. This specific part of the complex conceptual model distinguishes the phases of career-long learning as follows... From the ‘pre-initial’ phase, just recruited and on the doorstep of becoming a teacher educator, one moves to the ‘initial phase’. After maybe one to two years the next... - [LGBTQI+ Diversity Work in Teacher Education](https://info-ted.eu/lgbtqi-diversity-work-in-teacher-education/) - Mirroring many contexts internationally, Relationships and Sexuality Education (RSE) has been undergoing a process of review in the Republic of Ireland. A significant aspect of this review concerns the heretofore exclusion of LGBTQI+ people. Following written submissions and a series of meetings with relevant stakeholders, the cross-party parliamentary committee charged with the first stage of this review has recommended that RSE: be fully inclusive of LGBTQI+ [Lesbian, Gay, Bisexual, Transgender, Queer and Intersex +] relationships and experiences including... - [Learning to teach starts with "learning to look"](https://info-ted.eu/learning-to-teach-starts-with-learning-to-look/) - How student teachers learn to teach has been dominated by the idea that the “knowledge of teaching is acquired and developed by the personal experience of teaching” (Munby, Russell, and Martin (2001, p.587). Of course, this is an important part of how new teachers learn how to teach, though I am also interested in the value of the pre-practicum phase and how this contributes to their knowledge of how to teach. Specifically, I have become interested in the contribution teacher educators’ modelling of teaching strategies and behaviours can make... - [Looking at Educational Improvement from a Lifelong Learning Perspective](https://info-ted.eu/looking-at-educational-improvement-from-a-lifelong-learning-perspective/) - A decline of a country’s test scores in international comparative tests (PISA, TIMSS) usually initiates a nationwide discussion that eventually results in questioning the quality of teacher education and teacher educators. To explain the lower achievement of pupils on these tests, a couple of things come under attack, firstly, the curriculum and the school system, secondly the quality of teachers... - [SHOW YOURSELF! Video-selfies for feedback](https://info-ted.eu/show-yourself-video-selfies-for-feedback/) - Collecting valid and trustworthy feedback on participants’ learning is essential for good professional development. Furthermore we believe it is time to radically reconsider the taken for granted use of anonymous written feedback if we want to take participants’ professionalism seriously. Therefore we designed and implemented a format with video-selfies during the InFo-TED Summer Academy –an international weeklong program for professionals engaged in teacher educator development (July 2018). - [Challenges in practice experienced by school- and university-based teacher educators](https://info-ted.eu/challenges-in-practice-experienced-by-school-and-university-based-teacher-educators/) - Teacher educators have been working in partnerships between schools and higher education institutions, to provide initial teacher education, for many years. The context for these partnerships is evolving due to external expectations, government-driven initiatives and developments within the profession. The increased focus on school-based teacher education resulted in changes in partnership structure. - [Self-Study Research in Europe](https://info-ted.eu/self-study-research-in-europe/) - This blog shares some findings from a collaborative study1 on the positioning and development of self-study research in Europe, and complements the ‘research’ building block that is one of 13 building blocks central to the work of InFo-TED Specifically, this blog aligns with the research building block by considering what teacher educators’ engagement in research involves, and how teacher educators’ engagement in research can be meaningfully supported. - [Standards - promoting or preventing professional development?](https://info-ted.eu/standards-promoting-or-preventing-professional-development/) - One of the major quantum leaps in teaching and teacher education in the last 50 years is, in my opinion, related to what Cochran-Smith (2004) calls the learning focus period which took place between 1980–2000. Teacher education focused mainly on developing teachers’ critical reflections on theory, practical skills, and teaching experience, to prepare them to make independent, situated decisions in the classroom. Teachers were encouraged to engage in systematic reflection such as action research... - [Teacher Educators’ challenge to remain current to support others in their development](https://info-ted.eu/teacher-educators-challenge-to-remain-current-to-support-others-in-their-development/) - The Salamanca Statement (UNESCO, 1994) highlighted that every child was entitled to an education and stressed the importance of inclusion internationally. The Warnock Report (1978) outlined the importance of addressing special education needs (SEN) and working towards a more inclusive education approach. Furthermore, the Special Education Needs and Disability (SEND) Code of Practice: 0 – 25 (2015) in the United Kingdom (UK), highlights... - [Student Teachers Working With and in Communities](https://info-ted.eu/student-teachers-working-with-and-in-communities/) - In the Froebel Department of Primary and Early Childhood Education at Maynooth University our work in Initial Teacher Education (ITE) is guided by the philosophy of the German pedagogue, Friedrich Froebel (1782-1852) and by the principles of equality, inclusiveness and social justice in Maynooth University. These principles very much align with the InFo-TED Teacher Educator as an agent of (social) change category. Gaining professional experience in a variety of placement settings is a common feature of ITE programmes. - [University-based teacher educators seen through the eyes of school-based teacher educators](https://info-ted.eu/university-based-teacher-educators-seen-through-the-eyes-of-school-based-teacher-educators/) - Student teachers often complain about lack of communication between representatives from the different disciplines included in teacher education (Smith, 2015, 2016). In a recent study, a group of school-based teacher educators (mentors) with and without mentor education are interviewed focusing on university-based teacher educators’ (tutors’) competences and responsibilities (Helleve & Ulvik, 2019). - [Promoting Active Civic Education and Democracy in Teacher-training: A model from an ERASMUS+ project](https://info-ted.eu/promoting-active-civic-education-and-democracy-in-teacher-training-a-model-from-an-erasmus-project/) - CURE is a curriculum reform program of an ERASMUS+ Capacity Building Project aimed to develop and promote Active Civic Education and Democracy in teacher training programs in Israel and in Georgia. The program’s selection was in July 2016 and officially began on October 15, 2016. Originally a 3-year-program, the program was extended until March 30, 2020... - [The paradox as educational design: learning with and without technology](https://info-ted.eu/the-paradox-as-educational-design-learning-with-and-without-technology/) - We live in a VUCA world: Volatile, Uncertain, Complex and Ambiguous. Creation of web content knows no bounds. For example, the Designly.com web site offers a summary of digital content... - [Reorienting Teacher Educators Towards Sustainability](https://info-ted.eu/reorienting-teacher-educators-towards-sustainability/) - On the 24th January 2019 a young sixteen year old schoolgirl from Sweden, Greta Thunberg, addressed attendees at the World Economic Forum in Davos. She said to them “Some people say that the climate crisis is something that we will have created, but that is not true, because if everyone is guilty then no-one is to blame. And someone is to blame. Some people, … have known exactly what priceless values they have been sacrificing to continue making unimaginable amounts of money. - [Mentor education matters](https://info-ted.eu/mentor-education-matters/) - Teachers in schools play an important role as school based teacher educators – or mentors as we choose to call them. However, they do not always recognise themselves as teacher educators. Their primary task is to teach pupils. The mentor role is vague, and can be understood in different ways. In the literature we find that there is no universal definition of mentoring. It is a contested practice, and different concepts such as mentoring, supervision and coaching are used (Aspfors & Fransson, 2015). Furthermore, even if researchers have underlined... - [Using Research to Problematise ‘The Good Practicum'](https://info-ted.eu/using-research-to-problematise-the-good-practicum/) - Most student teachers have positive experiences of working in a school when on placement. A minority, however, return to university from their placement feeling stressed and anxious. In Scotland, The Donaldson Review (2011) claims that 23% of their respondents admitted to having ‘variable or very poor’ placement experiences. Problematic experiences have been reported in a range of empirical studies throughout the wider world (see for example Boz and Boz, 2006)... - [How research on reflection has changed my view on reflective practice](https://info-ted.eu/how-research-on-reflection-has-changed-my-view-on-reflective-practice/) - Reflective practice is a common dimension of initial teacher education programmes throughout the world and the benefits of developing reflective teachers have been well documented (please see McGarr & McCormack, 2014 for more detail). While differing approaches to reflection exist, Brookfield (1995) argues that unless reflective practice is critical in nature, challenges hegemonic assumptions and power relations, it is largely ineffective. - ["Traditional" Teachers: Current Teaching Methods and Nurturing Independent Learners](https://info-ted.eu/traditional-teachers-current-teaching-methods-and-nurturing-independent-learners/) - As a teacher educator, I felt frustrated for a long time by the gap between teachers' desire to help their pupils become independent learners and their own unwillingness to be independent learners themselves. In the following, I wish to share with you a course that attempted to help "traditional" teachers adopt current teaching methods and use them themselves and with their pupils. - [New ways of governance: can teacher educators take responsibility?](https://info-ted.eu/new-ways-of-governance-can-teacher-educators-take-responsibility/) - One aspect of social change is how conceptions about good government and governance change. It is reported that teacher educators and teacher education in general experience that government policy is constraining their pedagogical space for professional discourse , diversity and curriculum development by rolling national agendas of standardisation and centralisation and by their focus on standardized test scores (Swennen & Volman, 2016; Zeichner, 2016). - [Student teachers learning in the practice field](https://info-ted.eu/student-teachers-learning-in-the-practice-field/) - Teacher education takes place in two learning arenas, the university and the practice field. It is however the practicum that is most valued among student teachers (Korthagen 2010, Kvernbekk 2012). We, the three authors of this text, wanted through a study to learn more about what and how students learn during field practice and to understand how practice can interact with the university coursework to enhance professional competencies. - [Teacher competency frameworks: what do we know, and what should we know?](https://info-ted.eu/teacher-competency-frameworks-what-do-we-know-and-what-should-we-know/) - Smith and MacPhail identify one of the multiple and complex functions of assessment in teacher education as “ensuring student teacher graduates are professionally competent”... - [Collaborative Learning and the TEC (Tecnology, Education and Cultural Diversity) Projects](https://info-ted.eu/collaborative-learning-and-the-tec-tecnology-education-and-cultural-diversity-projects/) - Collaborative teaching and learning approaches are gaining in popularity, and an "Online Collaborative Learning" (OCL) theory has been developed to better reflect the skills required in the information age (Harasim, 2012). Collaborative learning had been implemented in schools since the 80's. However, today collaborative learning involves interaction between learners through both social and professional... - [The professional development of higher education-based teacher educators](https://info-ted.eu/the-professional-development-of-higher-education-based-teacher-educators/) - Current literature suggests that while teacher educators perform a multitude of complex roles, they receive minimal preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn what skills and knowledge teacher educators need and... - [Nurturing teacher educators’ communities of enquiry](https://info-ted.eu/nurturing-teacher-educators-communities-of-enquiry/) - Unless research is valued for its capacity as a tool of professional learning by all stakeholders in teacher education, we risk the marginalisation and eventual disappearance of a theory-informed future teaching profession. Peiser (2015) reminds us that education policy can, in some cases, prioritise instrumental knowledge over a wider professional understanding of teacher education and... - ['New kids on the block' Falling through the Cracks of a Curriculum Reform](https://info-ted.eu/new-kids-on-the-block-falling-through-the-cracks-of-a-curriculum-reform/) - In September 2010, a major reform of the Irish post-primary mathematics curriculum was introduced nationally on a phased basis. The reform, known locally as ‘Project Maths’, involved changes to the syllabus, the way in which the content was taught, and also how it was assessed (Prendergast & O’Donoghue, 2014). - [Exploring the PGT Student Experience](https://info-ted.eu/exploring-the-pgt-student-experience/) - Student experience has a central focus in higher education as institutions strive for retention, attainment, and growth; acknowledging students as both consumers and participants (Muijs et al. 2017). Consequently, universities pursue active engagement of student voice to inform quality enhancement as a route toward improving educational experiences. Within the Scottish sector, quality enhancement is defined in part as the deliberate steps taken... - [The Evidence-Based Teaching Survey](https://info-ted.eu/the-evidence-based-teaching-survey/) - Teacher educators play a pivotal role in the classroom ecology of teacher education because they support pre-service teachers’ learning and because they model teaching through their own practices (Lunenberg, Korthagen, & Swennen, 2007). Therefore, there is no exaggeration to say that if we strive for quality teacher preparation we should first invest time and effort on the professional development of teacher educators’ (Goodwin & Kosnik, 2013). - [‘Voice Over Teaching’ for Teacher Educators](https://info-ted.eu/voice-over-teaching-for-teacher-educators/) - As a teacher educator, teaching in an institute, I was searching for ways to have more impact on student teachers’ learning. One pedagogical intervention caught my attention and seemed promising: explicit modelling (Lunenberg, Korthagen, & Swennen, 2007). A few years ago, I started experimenting and reading about it. This summer, in Trondheim Norway, visiting the Info-TED Summer Academy... - [Explicating students’ beliefs about good history teaching](https://info-ted.eu/explicating-students-beliefs-about-good-history-teaching/) - Beliefs are important in the development of teachers’ professional identity. The importance of developing beliefs about teaching and learning need to be debated, and we have to help teacher students to express their beliefs. This blog discusses a pedagogy we use in our teacher education program to elicit history students’ beliefs on how history should be taught... - [Interrogating Professionalism](https://info-ted.eu/interrogating-professionalism/) - Teacher educators frequently invoke the concept of ‘professionalism’ in their work with students. It is usually presented as an unqualified good, a set of values that aspiring teachers should aim to achieve. In some countries (e.g. Scotland), suites of ‘professional’ standards appropriate to different career stages have been developed, as well as a code of ‘professional’ conduct (see GTCS, 2018). - [Views on teacher education](https://info-ted.eu/views-on-teacher-education/) - A couple of years ago, I was asked to write a research review on the pedagogy of teacher education for the International Handbook of teacher education (Korthagen, 2016). It made me realize how overwhelming and scattered the literature in this field is, because many different views exist on ways to educate teachers. It made me realize how overwhelming and scattered... - [Mesila - A Selection Battery for Future Teachers](https://info-ted.eu/mesila-a-selection-battery-for-future-teachers/) - Selection batteries are in use today to choose the best candidates for most positions in the work force, from bank tellers to salespersons, government workers to CEO's. However, although the teaching profession has been recognized as being very complex requiring specific personality traits and interpersonal skills... - [Affected by teacher education](https://info-ted.eu/affected-by-teacher-education/) - As teacher educator, educating secondary school teachers in Norway I often visit student teachers in their field practice. The last decade I have experienced an increased focus on measurable outcomes and the cognitive dimension of learning in schools. The teaching seems predictable. It feeds young people’s thinking, but does not ‘reach their heart or touch their soul’ (Biesta, 2017, p. 418). - [Inclusive education starts in inclusive teacher education](https://info-ted.eu/inclusive-education-starts-in-inclusive-teacher-education/) - My teacher educators always emphasised that acting as a teacher is inextricably bound up with your personal identity. But I also learned that it wasn’t about my identity. They meant and indicated to the personal identity of a white, middle class, female student. (Hispanic student about teacher education in California, US.) - [Professionally developing teacher educators with regard to ICT](https://info-ted.eu/professionally-developing-teacher-educators-with-regard-to-ict/) - Before I became a teacher educator I was an assistant professor in educational science and a researcher in the field of ict in education. I was asked to give a series of lectures (an elective course) on ict in secondary education as a guest lecturer at the Teacher Education Institution (TEI) I am currently employed at. - [Communication as the basis for understanding](https://info-ted.eu/communication-as-the-basis-for-understanding/) - Art can be a beacon to education. Two big art revolutions, the Renaissance and Impressionism, can show us a vision that should influence teaching and learning. The revolution of the Renaissance era, as Botticelli's picture Primavera (spring) of the end of the 15th century shows, allowed to depict the beauty of the world and of human beings. - [Can the culture of YouTube inform our practice in Teacher Education?](https://info-ted.eu/can-the-culture-of-youtube-inform-our-practice-in-teacher-education/) - As part of our efforts to embed purposeful opportunities to explore and develop digital literacy skills in the on-going professional experiences of our MA (Hons) Teacher education students at the University of Dundee... - [The researcher inside me; the search for meaningful research in a shifting academic landscape](https://info-ted.eu/the-researcher-inside-me-the-search-for-meaningful-research-in-a-shifting-academic-landscape/) - We are three university-based teacher educators who since many years have reflected on our development from teacher educators to teacher educators/researchers through collaborate self-study research. - [Subject based Professional Learning Communities in Israel](https://info-ted.eu/subject-based-professional-learning-communities-in-israel/) - Since the mid‐1990s, the concept of professional learning communities (PLCs) has arisen in the education field and yet it took a few more years to be accepted in Israel. The Ministry of Education (MoE) stipulates that all teachers participate in Professional Development (PD)... - [Are EU Teacher Educators Freire Optimised to Empower the Diverse? A Call for Surveys to Find Out](https://info-ted.eu/are-eu-teacher-educators-freire-optimised-to-empower-the-diverse-a-call-for-surveys-to-find-out/) - Freire’s critical pedagogic perspective emphasizes the potential of every individual, and gives an idea of what kind of processes could empower... - [Instructionally aligned lessons are central to effective teaching](https://info-ted.eu/instructionally-aligned-lessons-are-central-to-effective-teaching/) - The three functions of assessment in teacher education presented by Smith and MacPhail in the InFo-TED assessment building block posed on the InFo-TED website are interconnected. - [Teacher Educators as Researchers: Two stories](https://info-ted.eu/teacher-educators-as-researchers-two-stories/) - Teacher educators increasingly become involved in research as research is considered an important way to develop professionally as a teacher educator. However, teacher educators struggle to integrate research with their work as teacher educators. - [Topics studied in a Self-study-group](https://info-ted.eu/topics-studied-in-a-self-study-group/) - In my earlier blog (Learning about inquiry), I described the process and the ‘rules’ in a self-study group I am hosting. In this blog I will give some examples of the topics that are studied by the participating teacher educators. I do this through unfolding small ‘portraits’ of the participants about their professional journey (see Loughran, 2014). - [The induction of teacher educators](https://info-ted.eu/the-induction-of-teacher-educators/) - As an educator at the largest teacher education institution in the Netherlands, I feel privileged to work with many inspiring, passionate colleagues across 20 school subjects. At Fontys University of Applied Sciences (Fontys Hogescholen), BEd and MEd programmes are currently taught to over 4,000 students. - [Zipping as professional learning](https://info-ted.eu/zipping-as-professional-learning/) - Metaphors and images are playful, yet powerful tools to represent complex ideas. Professional development of teacher educators is such an idea. As a researcher, teacher educator and in-service trainer of teacher educators, I like to think of professional development in terms of “zippers” and “zipping”. - [Adolescence psychology in school-based teacher education](https://info-ted.eu/adolescence-psychology-in-school-based-teacher-education/) - In The Netherlands, workplace learning consists of 40% of initial teacher education. The main activities in workplace learning are the training of teaching skills and assignments for the teacher education institution and school. - [The teacher educator as an agent of (social) change](https://info-ted.eu/the-teacher-educator-as-an-agent-of-social-change/) - Reflections on the purpose of research in teacher education Spending some leftover hours at Oslo Gardermoen on an early Thursday morning, waiting for my airplane to Amsterdam, seems like a good opportunity... - [Story-telling – a means and a method](https://info-ted.eu/story-telling-a-means-and-a-method/) - It’s great in research when you discover something that you didn’t expect to find! As I embarked on my research for my doctorate I knew that I wanted to find out more about identity transformation for early career teacher educators; knowing that identity as a teacher educator is problematic... - [Learning about inquiry](https://info-ted.eu/learning-about-inquiry/) - Research, inquiry, researcherly dispositions (Tack & Vanderlinde (2016), a lot has been written on these topics in relation to teacher educators and to be honest, I do not care too much about getting involved in this discussion, I rather start acting. I rather start acting. Of course, in my actions I am encouraged by literature, but for me it is the activity that counts. - [Pre-service teachers as agents of change in the new Computing curriculum](https://info-ted.eu/pre-service-teachers-as-agents-of-change-in-the-new-computing-curriculum/) - In September 2014, the national curriculum in England and Wales saw a shift from teaching Information and Communications Technology (ICT) to teaching Computing. The traditional approach of educating our young people... - [21st century creative pedagogy: its importance in teacher education](https://info-ted.eu/21st-century-creative-pedagogy-its-importance-in-teacher-education/) - 21st century English school-based education and learning debatably needs rethinking. Our classrooms repeatedly still mirror those of the Victorian era and education may be viewed as ‘traditional’ and ‘boring’ with pupil motivation and engagement frequently a problem - [Secondary (11-19) and specialist teacher identity in England](https://info-ted.eu/secondary-11-19-and-specialist-teacher-identity-in-england/) - This report summarises some thinking which arises out of doctoral studies into music teacher biography (Dalladay, 2014) which has potential implications for other subject areas and which was first put forward at a recent conference... - [Which strategies best prepare future teachers for educational ICT-use?](https://info-ted.eu/which-strategies-best-prepare-future-teachers-for-educational-ict-use/) - The SQD (Synthesis of qualitative evidence)-model Teacher training institutions (TTI) are expected to prepare pre-service teachers to integrate ICT in their teaching and learning practices. But promoting pre-service teachers’ competencies... ## Pages - [Home_new](https://info-ted.eu/) - [Transnational Meetings](https://info-ted.eu/transnational-meetings/) - [ED-TED Final Event](https://info-ted.eu/events/ed-ted-final-event/) - [ED-TED](https://info-ted.eu/edted/) - [test](https://info-ted.eu/nim_test/) - [Blog](https://info-ted.eu/blog/) - [ED-TED Final Webinar](https://info-ted.eu/events/ed-ted-final-webinar/) - [Events](https://info-ted.eu/events/) - [Council Members](https://info-ted.eu/council-members/) - [test_nim_1](https://info-ted.eu/test_nim_1/) - [Home](https://info-ted.eu/home-2/) - [About us](https://info-ted.eu/about-us/) - [InFo-TED Academy](https://info-ted.eu/info-ted-academy/) - 2021-InFo-TED-Academy-Prof-Kari-Smith-presentationDownload - [Stages of professional development](https://info-ted.eu/stages-of-professional-development/) - Stages of professional development Marit Ulvik and Mieke Lunenberg Setting the scene “Teacher educators enter the profession from a range of different backgrounds. Some have been working as school teachers or as educational consultants, others as researchers, but for almost all becoming a teacher educator is a second career. Teacher educators’ work is also embedded - [Assessment](https://info-ted.eu/assessment/) - The role of assessment in teacher education Kari Smith and Ann MacPhail Setting the scene Teacher education involves assessment of who shall be certified as teachers. Views on who is an effective teacher inherently impact the discussion of how to assess achievement of the required knowledge and skills, these days commonly expressed by ‘standards’. However, - [University-based and school-based teacher educators](https://info-ted.eu/university-school-based-educators/) - Institution-based and school-based teacher educators Ann Deketelaere, Geert Kelchtermans, Mary O’Sullivan and Ruben Vanderlinde Setting the scene The phrase “Teacher educator, what’s in a name?” could have been an alternative title for this piece. Although the word teacher educator is widely used in a common sense way, the reality underneath the label is much more - [Personal, local, national and global level](https://info-ted.eu/personal-local-national-and-global-level/) - Personal to Global: Levels of Consideration Yvonne Bain and Donald Gray Setting the scene (contextualisations and relevance) When considering the professional development needs of teacher educators it can be argued that it is important to start from the actual practices of the teacher educator. The practices of the teacher educator will be formed from their - [How I teach is the message](https://info-ted.eu/how-i-teach-is-the-message/) - How I teach is the message Gerry Czerniawski and Warren Kidd Setting the scene It was Tom Russell (1997) who argued that ‘how I teach is the message’ should become a keystone in the pedagogy of teacher education. Writing about his many discussions with John Loughran about teaching and learning, Russell noted how one dialogue - [Visions](https://info-ted.eu/visions/) - Visions Kari Smith and Marit Ulvik I want to be the kind of teacher educator whom the students trust as a person who can help them become good teachers for kids in school. I want to do research which improves teacher education not only in my own institution and country, but internationally. These are big - [Identities](https://info-ted.eu/identities/) - Teacher educators’ identities Jean Murray, Gerry Czerniawski and Warren Kidd Setting the Scene The literature on the identities of teacher educators is growing (Davey, 2013; Izidinia 2014), but relatively little is known about the relationship between the formation of professional identities, the practices of teacher educators and the learning they undertake. These connections matter because - [Boundaries](https://info-ted.eu/boundaries/) - Boundaries and boundary-crossing Yvonne Bain, Jurriën Dengerink, Donald Gray Setting the scene In thinking about who are the teacher educators, we consider teacher educators in Higher Education, teacher educators in the school settings supporting beginning and new teachers, as well as those who span both contexts as part of their professional role. This theme seeks - [Communication and relations](https://info-ted.eu/communication-and-relations/) - Communication and relations Helma Oolbekkink-Marchand, Paulien C. Meijer and Amber Walraven Introduction: setting the scene “So, Linda, how do you think this lesson went?” “Well… I was proud about the way I responded to Eric, and got him to engage in the lesson more, that was something I…” “Yes, but you forgot to mention learning - [Diversity](https://info-ted.eu/diversity/) - Teacher educators and diversity Mieke Lunenberg and Ainat Guberman Diversity is a broad theme in teaching and teacher education. Schools and teacher education institutions are supposed to give their attention not only to gender and ethnicity issues, but also to diversity issues that are less visible, but nevertheless have a huge influence on students’ learning. - [Social change](https://info-ted.eu/social-change/) - Social change Mieke Lunenberg and Jurriën Dengerink ‘We don’t need no education, We don’t need no thought control. No dark sarcasm in the classroom, Teachers leave them kids alone.’ Setting the scene Because of the above sentences, the Pink Floyd song ‘The Wall’ (1979), became forbidden in South Africa in the early eighties. Black youngsters - [Knowledge Bases](https://info-ted.eu/knowledge-bases/) - [ICT and technological change](https://info-ted.eu/ict-and-technological-change/) - ICT in teacher education Ruben Vanderlinde and Fredrik Mørk Røkenes Serious games, iPad classrooms, augmented reality, 21st Century Skills, MOOC’s (Massive Open Online Courses) are concepts that are more and more used in a context of education. As such, these new technological changes impact the context of teacher education and teacher educators. The purpose of - [Policy Events](https://info-ted.eu/policy-events/) - [Online Resource Bank](https://info-ted.eu/resources/) - InFo-TED is delighted to present this fantastic resource for teacher education and teacher educator communities. The ED-TED online resource bank is an outcome from one of InFo-TED's latest projects and is a dynamic, open access site to share equity and diversity practices and to support teacher education programmes and teacher educators to strengthen their preparation of pre-service teachers, through offering concrete samples of equity and - [Publications](https://info-ted.eu/publications/) - [Summer Academy Presentations](https://info-ted.eu/summer-academy-presentations/) - Photos Photos from the Summer Academy week - Photos taken by Per Henning, Paulien Meijer and other Summer Academy participants Storylines Storylines of the Summer Academy (PPTX) - Paulien Meijer E-mail addresses of Summer Academy Participants Summer Academy participants including e-mail addresses (PDF) - Presented on 06.07.2018 Videos Summer Academy Selfie Videos - Presented on - [Summer Academy Forum](https://info-ted.eu/forum/) - Welcome to the InFo-TED Summer Academy! On the other pages of our website you can read more about us and our project and also see further information on the Summer Academy itself. On this private part of the website – our Academy Forum – we can begin to develop conversation and communication amongst ourselves leading - [Webinars](https://info-ted.eu/webinars/) - [Profiles - Council Members](https://info-ted.eu/profiles-council-members/) - [Blog Submission Policy](https://info-ted.eu/blog-submission-policy/) - [ECER 2019](https://info-ted.eu/ecer-2019/) - [Conferences](https://info-ted.eu/conferences/) - [Research](https://info-ted.eu/research/) - Research in teacher education Hanne Tack, Ainat Guberman, Paulien Meijer, Helma Oolbekkink-Marchand, & Ruben Vanderlinde [tabby title="Introduction"] Teacher educators’ role as researchers is a contested area. This text provides a short introduction to research in teacher education. It introduces the types of research teacher education can chiefly benefit from, why research is important - [Summer Academy](https://info-ted.eu/summer-academy/) - [Contact us](https://info-ted.eu/contact-us/) - [ECER 2018](https://info-ted.eu/ecer-2018/) - [AERA 2018](https://info-ted.eu/aera-2018/) - [TEPE 2018](https://info-ted.eu/tepe-2018/) - [Regional Seminars](https://info-ted.eu/regional-seminars/) - [ECER 2017](https://info-ted.eu/ecer-2017/) - [TEPE 2015](https://info-ted.eu/tepe-2015/) - [Register](https://info-ted.eu/register/) - [wp-members page=register] - [Regional Seminar - UK and Ireland](https://info-ted.eu/regional-seminar-multiplier-event-for-the-uk-and-ireland-2017/) - [Regional Seminar - Norway](https://info-ted.eu/regional-seminar-norway-2017/) - [Regional Seminar - Flemish-Dutch](https://info-ted.eu/regional-seminar-flemish-dutch/) - [Logout](https://info-ted.eu/logout/) - Click here to log out - [Login](https://info-ted.eu/login/) - [wp-members page=login redirect_to="http://www.info-ted.eu/forum"] - [ISATT 2017](https://info-ted.eu/isatt-2017/) - [ISATT 2015](https://info-ted.eu/isatt-2015/) - [Hungarian Research Association seminar](https://info-ted.eu/hungarian-research-association-seminar/) - [ECER 2016](https://info-ted.eu/ecer-2016/) - [ECER 2015](https://info-ted.eu/ecer-2015/) - [ECER 2014](https://info-ted.eu/ecer-2014/) - [EARLI 2017](https://info-ted.eu/earli-2017/) - [Creative Commons](https://info-ted.eu/creative-commons/) - [Change Password](https://info-ted.eu/change-password/) - [Brussels Meeting](https://info-ted.eu/brussels-meeting/) - [BERA 2017](https://info-ted.eu/bera-2017/) - [BERA 2016](https://info-ted.eu/bera-2016/) - [BERA 2015](https://info-ted.eu/bera-2015/) - [ATEE 2016](https://info-ted.eu/atee-2016/) - [ATEE 2015](https://info-ted.eu/atee-2015/) - [AERA 2016](https://info-ted.eu/aera-2016/) ## Accordions - [Accordion 1](https://info-ted.eu/accordions/accordion-1/) ## Research - [Reflection for teaching practices oriented towards equity and diversity](https://info-ted.eu/research/reflection-for-teaching-practices-oriented-towards-equity-and-diversity/) - Please access the document here: Reflection_PT This resource is a professional learning activity designed to foster critical reflection on equity, diversity and inclusion in education through the lens of intersectionality. This activity can be implemented in a range of educational contexts as a professional development resource for teacher educators, student teachers, and in-service teachers. It - [Practitioner research as a pedagogy for social justice](https://info-ted.eu/research/practitioner-research/) - From critical reflection to context-sensitive action in teacher education Antonio Calderón Department of Physical Education and Sport Sciences. University of Limerick, Republic of Ireland. This blog post provides a short summary of the paper Embedding practitioner research as a pedagogy for social justice in physical education teacher education, highlighting how its key ideas can - [Konseptuelt rammeverk for lærerutdanneres mangfoldsresponsive praksiser (Norwegian translation)](https://info-ted.eu/research/konseptuelt-rammeverk-for-laererutdanneres-mangfoldsresponsive-praksiser-norwegian-translation/) - Dette rammeverket er et verktøy som skal veilede lærerutdannere og team i deres profesjonelle utvikling og praksiser, med vekt på inkludering, likeverd («equity») og sosial rettferdighet på tvers av undervisningskontekster, personlig refleksjon og samfunnsengasjement. Acces the document here: https://zenodo.org/records/20582908 - [Europeisk Politikknotat (Norwegian translation)](https://info-ted.eu/research/europeisk-politikknotat-norwegian-translation/) - Dette politikknotatet presenterer de viktigste politikkrelevante funnene fra kunnskapsproduksjons- og formidlingsaktivitetene i Erasmus+-prosjektet «Equity and Diversity in Teacher Educator Professional Development» (ED-TED / 023-1-DE01-KA220-HED-000152242) på europeisk, nasjonalt og institusjonelt nivå. Funnene kan oppsummeres i form av fem nøkkelanbefalinger for hvordan man kan styrke lærerutdannernes profesjonelle utvikling og forbedre lærerutdanningen med et tydelig fokus på likeverd - [Eurooppalainen politiikkasuositus Yhdenvertaisuutta ja moninaisuutta tukevat käytänteet opettajankoulutuksessa](https://info-ted.eu/research/eurooppalainen-politiikkasuositus-yhdenvertaisuutta-ja-moninaisuutta-tukevat-kaytanteet-opettajankoulutuksessa/) - Yhdenvertaisuus ja moninaisuus opettajankoulutuksessa: Opettajankouluttajien ammatillisen kehittymisen edistäminen Euroopassa FI_ED-TED European Policy Brief_9.6.2026 - [Conceptual Framework (TE-DIP)](https://info-ted.eu/research/conceptual-framework/) - This framework is a tool for guiding teacher educators and teams in their professional development and practices, emphasizing inclusion, equity, and social justice across teaching contexts, personal reflection, and societal engagement. Access the document: Here - [Reproducing Social Inequality - A Learning Game](https://info-ted.eu/research/reproducing-social-inequality-a-learning-game/) - This is a game inspired by the work of sociologist Pierre Bourdieu. Designed for students of educational science, the game offers an interactive way to explore how schools can contribute to the reproduction of social inequalities. Rather than engaging with theory through texts alone, participants experience and reflect on key sociological concepts through play and - [5 Simple Exercises to Promote Self-Regulation in University Students](https://info-ted.eu/research/5-simple-exercises-to-promote-self-regulation-in-university-students/) - Self-regulation is a key competency for successful learning and professional development. It includes setting goals, managing attention and time, persevering through challenges, and reflecting on one's own learning processes. These skills do not develop automatically; they need to be practiced and supported through intentional learning activities. The following five exercises, adapted from a German educational - [European Policy Brief (Deutsche Übersetzung)](https://info-ted.eu/research/european-policy-brief-deutsche-ubersetzung/) - Dieser Policy Brief stellt die wichtigsten politischen Botschaften vor, die aus dem Erasmus+ Projekt „Equity and Diversity in Teacher Educator Professional Development“ (ED-TED / 2023-1-DE01-KA220-HED-000152242) hervorgegangen sind. Im Mittelpunkt stehen vier zentrale Empfehlungen, um die berufliche Weiterbildung von Lehrerausbildenden zu stärken und die Lehrerbildung mit einem klaren Fokus auf Chancengerechtigkeit und Vielfalt weiterzuentwickeln. Link zum - [Professionalise yourself!](https://info-ted.eu/research/diversity-responsive-educators-professionalise-yourself/) - This reflection tool guides teacher educators in becoming diversity-responsive professionals through reflection, practical steps, and six key clusters that foster inclusive, equitable, and socially responsive educational practices. - [Policy Brief (Portuguese translation)](https://info-ted.eu/research/policy-brief-portuguese-translation/) - Please access the Portuguese-language version of the document here: ED-TED European Policy Brief_Portuguese Policy Brief Europeu Políticas promotoras da equidade e da diversidade na formação de professores Equidade e diversidade na formação de professores: promovendo o desenvolvimento profissional dos formadores de professores na Europa - [Europese beleidsnota (Nederlandse vertaling)](https://info-ted.eu/research/europese-beleidsnota-nederlandse-vertaling/) - Deze beleidsnota presenteert de belangrijkste beleidsboodschappen die voortkomen uit de activiteiten rond kennisontwikkeling en -disseminatie binnen het Erasmus+-project “Equity and Diversity in Teacher Educator Professional Development” (ED-TED / 2023-1-DE01-KA220-HED-000152242) op Europees, nationaal en instellingsniveau. - [European Policy Brief](https://info-ted.eu/research/european-policy-brief/) - This policy brief presents the main policy messages emerging from the knowledge production and dissemination activities carried out in the Erasmus+ project “Equity and Diversity in Teacher Educator Professional Development” (ED-TED / 023-1-DE01-KA220-HED-000152242) at European, national, and institutional levels. The messages highlight four key recommendations to strengthen teacher educators’ professional development and enhance teacher education - [Self-learning Course: Focusing on Diversity](https://info-ted.eu/research/self-learning-course-focusing-on-diversity/) - The open access self-learning course “Focusing on Diversity: Pedagogical Diagnostics for Inclusive Education” developed at the University of Jena introduces future teachers to the challenges and opportunities of diversity in school classrooms. It focuses on how teachers can recognize, analyze and respond to the different learning needs, abilities and backgrounds of students in inclusive educational - [Architects and Advocates...](https://info-ted.eu/research/architects-and-advocates/) - This blog explores the evolving role of teacher educators (TEs) as both architects and advocates of equity, diversity and inclusion (EDI) within teacher education. In contexts like Ireland, national education policy mandates the integration of global citizenship education (GCE) into teacher preparation programmes. - [Beliefs about equity, inclusion and social justice](https://info-ted.eu/research/beliefs-about-equity-inclusion-and-social-justice/) - Teacher educators play a key role in ensuring that future teachers promote equity, diversity and social justice in the classroom. In order to advance the development of strategies that address these matters, is essential for the teaching practices used by teacher educators to move forward in this direction. In other words, challenging the beliefs and - [Multimedia Teaching Materials on Inclusive Education](https://info-ted.eu/research/multimedia-teaching-materials-on-inclusive-education/) - The path²in platform is a digital learning environment developed at the University of Bremen to support students’ independent exploration of inclusive pedagogy. It organizes Open Educational Resources — including videos, podcasts, transcripts, and research data — into modular learning paths that cover essential topics such as educational foundations, diagnostics, teaching strategies, assessment practices, collaboration, and - [Learning Platform for Digital Inclusion](https://info-ted.eu/research/learning-platform-for-digital-inclusion/) - inklusiv.digital is a German initiative designed to provide open educational resources (OER) that support inclusive teaching and learning by using and engaging with digital tools. These resources are intended to strengthen the professional competencies of future teachers and practicing educators. By integrating digital media with inclusive pedagogy it aims to support them in working effectively - [All Means All! – Open Textbook for Diversity in Education](https://info-ted.eu/research/all-means-all-open-textbook-for-diversity-in-education/) - The book All Means All! – Open Textbook for Diversity in Education is an open-access resource designed to support inclusive and diversity-sensitive education. Developed collaboratively by more than 150 educators, researchers, and self-advocates from over 25 countries, the book seeks to equip current and future educators with the knowledge and skills necessary to ensure equitable - [Toolbox Gender and Diversity in Teaching](https://info-ted.eu/research/toolbox-gender-and-diversity-in-teaching/) - Toolbox Gender and Diversity in Teaching is a webpage developed and run by the Margherita-von-Brentano Center for gender studies at Freie Universität, Berlin. It is aimed at lecturers looking to incorporate questions of equity and diversity in their teaching and provides both introductory information and practical advice on content and methods. The page is available - [Enacting Inequity – Game and Reflection](https://info-ted.eu/research/enacting-inequity-game-and-reflection/) - When we speak about equity, diversity and social justice in the classroom we often think about promoting equal access to marginalized members of different social categories such as race, class, gender or (dis)ability. This helps us to see who is systematically excluded and to develop strategies for their support. But it can also draw attention - [Navigating Inclusion and Exclusion](https://info-ted.eu/research/navigating-inclusion-and-exclusion/) - This case study illustrates some of the conflicts and challenges faced by parents and carers of children with special educational needs when navigating the German school system. It can be used as a starting point for discussions in courses with preservice teachers or in the context of teacher educators’ professional development. The scenario can spark - [A new Path towards Inclusion in Higher Education](https://info-ted.eu/research/a-new-path-towards-inclusion-in-higher-education/) - Most (preservice) teachers and teacher educators share a similar background in higher education. Some will have struggled more than others to gain access to a university education. But in general, this path was open to most of them after finishing school and thinking about what their future might be. For people with so-called intellectual disabilities, - [Educating for equity: towards an integrated curriculum in a (primary) teacher education program](https://info-ted.eu/research/educating-for-equity-towards-an-integrated-curriculum-teacher-education/) - Authors: Esther Keun (Esther.keun@han.nl) and Linda Nienhaus (linda.nienhaus@han.nl) Affiliation: HAN University of Applied Sciences Equity in education is a central focus in the HAN Primary Teacher Education Programme (PTE). This commitment is embedded throughout the curriculum in a longitudinal learning trajectory that prepares prospective teachers to actively promote equitable learning opportunities for all pupils. - [‘The high-hat’ - Assessing student-teachers competencies to make equity-informed educational decisions in their teaching practice.](https://info-ted.eu/research/the-high-hat-assessing-student-teachers-competencies-to-make-equity-informed-educational-decisions-in-their-teaching-practice/) - Assessing student-teachers competencies to make equity-informed educational decisions. - [Qualitative rubric PGS](https://info-ted.eu/research/qualitative-rubric-pgs/) - This rubric is intended as a tool for critically assessing learning environments in Project General Subjects (PGS). PGS is a unique, demanding, and complex school subject. It encompasses general education within vocational secondary education organized by the Flemish Community (Belgium) and integrates content from no less than six disciplines: Dutch, mathematics, history, geography, natural sciences, - [The foundations of effective...](https://info-ted.eu/research/the-foundations-of-effective/) - Project General Studies (PGS) is a unique, demanding, and complex school subject. It encompasses general education within vocational secondary education organized by the Flemish Community (Belgium) and integrates content from no less than six disciplines: Dutch, mathematics, history, geography, natural sciences, and citizenship. - [Challenges of implementing inclusion in German teacher training programs](https://info-ted.eu/research/challenges-of-implementing-inclusion-in-german-teacher-training-programs/) - In this ED-TED podcast episode, Julius Rix interviews Professor Kerstin Merz-Atalik from the University of Education in Ludwigsburg, Germany, who discusses her involvement in various research projects and policy initiatives aimed at promoting inclusion in teacher education. She explains that past initiatives like the Teacher Education for Inclusion project (TE4I) run by the European Agency - [From deficit thinking to collective responsibility](https://info-ted.eu/research/from-deficit-thinking-to-collective-responsibility-rethinking-equity-and-diversity-as-a-shared-responsibility-in-teacher-education/) - From deficit thinking to collective responsibility: rethinking Equity and Diversity as a shared responsibility in Teacher Education This podcast delves into how teacher education can move beyond individual responsibility and towards collective action in fostering equity and diversity, away from a deficit perspective. Narrated by Tibo De Wever, the episode features an in-depth conversation with Professor - [Evidence into Equity](https://info-ted.eu/research/evidence-into-equity/) - This resource provides a ready-to-use example of a three-tier What / So what / Now what process designed to support student-teachers to identify social justice matters and apply research to practice during school placement. It includes: (1) a worked example illustrating how student-teachers can progress from defining a social justice focus (Tier 1), to selecting and - [Being a diversity officer within ITE in the Netherlands: seeking connection with ‘the other’ across the boundaries of differences.](https://info-ted.eu/research/being-a-diversity-officer-within-ite-in-the-netherlands-seeking-connection-with-the-other-across-the-boundaries-of-differences/) - In this ED-TED podcast episode, Dr. Lieke Jager interviews Dr. Mirjam Stroetinga about her work as a an inclusion program leader. - [My professional identity under the magnifying glass: reflection exercises for student teachers](https://info-ted.eu/research/my-professional-identity-under-the-magnifying-glass-reflection-exercises-for-student-teachers/) - This document provides theory-based reflection exercises supporting student teachers in developing a professional identity through intervision on their internship experiences within diverse educational environments. - [The LieSS Internship: Preparing Student Teachers to Teach in a Superdiverse Society](https://info-ted.eu/research/the-liess-internship-preparing-student-teachers-to-teach-in-a-superdiverse-society/) - This document outlines the LieSS internship at KU Leuven, detailing its goals, structure, alongside a goals-and-attitudes dossier, offering inspiration for designing theory-informed, diversity-responsive teacher education internships. - [Website differentiation in education: interactive tool ‘the classroom’](https://info-ted.eu/research/website-differentiation-in-education-interactive-tool-the-classroom/) - This interactive website helps (student) teachers reflect on differentiation by combining key domains and elements, offering videos, self-assessment questions, and inspiration for diversity-responsive classroom practice. - [Website differentiation in education: what to do as a teacher educator](https://info-ted.eu/research/website-differentiation-in-education-what-to-do-as-a-teacher-educator/) - This website offers teacher educators, teacher educator teams and institutions an overview of key success factors when addressing differentiation in education. - [Glossary of inclusive communication terms](https://info-ted.eu/research/glossary-of-inclusive-communication-terms/) - This glossary supports teacher educators and student teachers in developing a shared language with the aim of creating an inclusive learning environment. - [Glossary of terms relating to diversity and inclusion](https://info-ted.eu/research/glossary-of-terms-relating-to-diversity-and-inclusion/) - This glossary helps (pre-service) teachers and educators establish a shared language on diversity and inclusion, offering terms and concepts adapted to the Flemish educational context. - [Twelve Teaching strategies that promote values communication and clarification](https://info-ted.eu/research/twelve-teaching-strategies-that-promote-values-communication-and-clarification/) - These twelve teaching strategies are selected and tested methods by teachers and education specialists and promote values communication and clarification. - [Diversity Responsive Educators: A Vision and Approach for Powerful Learning for Every Student](https://info-ted.eu/research/diversity-responsive-educators-a-vision-and-approach-for-powerful-learning-for-every-student/) - This vision text presents an integrated framework for diversity-responsive education, highlighting how embracing diversity as a strength fosters equity, reflection, and quality learning opportunities for all students. - [Checklist: diversity in your subject and teaching practice](https://info-ted.eu/research/checklist-diversity-in-your-subject-and-teaching-practice/) - This checklist supports teacher educators (and student teachers) reflect on diversity in their course and teaching practice, based on four key categories. - [Conversation starters: valuing and exploiting diversity in classroom practice](https://info-ted.eu/research/conversation-starters-valuing-and-exploiting-diversity-in-classroom-practice/) - These conversation starters help teachers foster an inclusive learning environment by engaging with diversity, sharing practices, and reflecting on the value of diversity in education. - [Diversity Responsive Education: the crucial role of teacher educators and their professional development](https://info-ted.eu/research/diversity-responsive-education-the-crucial-role-of-teacher-educators-and-their-professional-development/) - Benjamin Ponet’s doctoral research and accompanying PowerPoint highlight teacher educators’ crucial role in fostering diversity-responsive education. It also introduces a six-cluster TE-DIP framework. - [Guess Who? Playing with Prejudices in Teacher Education](https://info-ted.eu/research/guess-who-playing-with-prejudices-in-teacher-education/) - Diversity Competencies as a focus in Teacher Education In teacher education, developing diversity competencies is essential. But how can student teachers be encouraged to critically reflect on their own perceptions? One surprising answer: the board game Guess Who?. An adapted version of this game offers a creative and accessible way to sharpen these competencies. With - [Beyond First Impressions: A Photo Game to Uncover Hidden Assumptions](https://info-ted.eu/research/beyond-first-impressions-a-photo-game-to-uncover-hidden-assumptions/) - A new pupil walks into the classroom. Within seconds, you’ve formed an impression. But is it accurate? Why First Impressions Matter (Student) teachers form impressions of their pupils every day. Often this happens in a split second ‒ one glance ‒ and the teacher feels as if they already know the learner. But how much - [Re:flex](https://info-ted.eu/research/reflex/) - Re:flex offers five digital tours designed to help (future) education professionals build new ways of responding to ethnic diversity in their classrooms. - [DISCO-instrument](https://info-ted.eu/research/disco-instrument/) - DISCO is a 20-minute tool, available in multiple languages, for (pre-service) teachers to reflect on beliefs and efficacy towards diversity in education. - [From the periphery to the core: rethinking Equity and Diversity, going from a theme to an integral part of Teacher Education](https://info-ted.eu/research/from-the-periphery-to-the-core-rethinking-equity-and-diversity-going-from-a-theme-to-an-integral-part-of-teacher-education/) - This ED-TED podcast episode explores how equity and diversity can move from the periphery to the core of teacher education in Flanders (Belgium). Tibo De Wever interviews professor Piet Van Avermaet, associated with the University of Ghent, an expert when it comes to language and diversity in education and former director of the support center - [A Contribution from History Teaching](https://info-ted.eu/research/a-contribution-from-history-teaching/) - As part of the History Teaching Methodology II course in the first year of the master’s degree programme in History Teaching in the 3rd Cycle of Basic Education and Secondary Education, students are required to develop plans for collaborative educational experiences based on the curriculum documents, taking into account the Essential Learning Outcomes for the subject of History, as well as other curriculum provisions such as Decree-Law No. 54/2018, which sets out the principles and practices aligned with inclusive education. - [Silent History Class](https://info-ted.eu/research/silent-histoy-class/) - As part of the History Teaching Methodology II course, which is part of the master’s degree programme in History Teaching in the 3rd Cycle of Basic Education and Secondary Education, we were asked to develop a lesson plan that considered the presence of one or more students with special educational needs, covered by learning and - [Building Cultural Sensitivity in Secondary Schools](https://info-ted.eu/research/building-cultural-sensitivity-in-secondary-schools/) - At a secondary school in the Netherlands, a workshop on cultural diversity was held for all student teachers completing their internships at the school. Organised in collaboration with a teacher education institute, the workshop aimed to raise awareness of ethnic inequality in education and to foster more culturally sensitive teaching practices among future teachers. The - [Appreciative Inquiry: A key to Inclusive Education](https://info-ted.eu/research/appreciative-inquiry-a-key-to-inclusive-education/) - The activity presented here is designed to encourage students and professionals to critically reflect on their views about inclusive education. - [Explicating Diversity: The 60-seconds Method](https://info-ted.eu/research/explicating-diversity-the-60seconds-method/) - This exercise helps (student)teachers to become aware of their perception of their students and reflect on their origins and how these affect their teaching. - [Case studies on international protection applications](https://info-ted.eu/research/case-studies-on-international-protection-applications/) - These five case studies have been written about fictional people, but based on real life scenarios, to help learners understand the international protection application process, which follows the same criteria in all countries. Learners are tasked with reading the case studies and deciding whether they believe the person would be granted international protection or not. - [Discussion methodologies](https://info-ted.eu/research/discussion-methodologies/) - Open-ended, whole-class discussion can be challenging to facilitate, they are often dominated by individuals, and easily side-tracked. This resource outlines different approaches to facilitating discussion which can support teachers, student-teachers and learners to engage with global justice topics in a structured manner, in order to counteract the challenges of open-ended, whole-class discussion. This resource includes - [Relational and Sexual Education Toolkit for Teacher Education Programmes](https://info-ted.eu/research/relational-and-sexual-education-toolkit-for-teacher-education-programmes/) - In The Netherlands, a toolkit has been developed to support teacher educators in addressing themes such as relationships and sexual diversity within both primary and secondary teacher education programmes. The toolkit, created by Rutgers and Stichting School & Veiligheid, is titled ‘Gezonde Relaties & Seksualiteit’ (‘Healthy Relationships & Sexuality’), offers a structured and practical approach - [Serious Policy Game ‘’Kansrijk’’](https://info-ted.eu/research/serious-policy-game-kansrijk/) - Serious Policy Game ‘’Kansrijk’’ How do we foster collective responsibility for educational equity at the local level? The Dutch serious policy game “Kansrijk”, developed in collaboration between Radboud University and the University of Amsterdam, offers an innovative answer. This game invites participants to step into the shoes of key educational stakeholders like parents, teachers, school leaders, - [Narrative of provision - The Netherlands](https://info-ted.eu/research/a-narrative-of-provision-for-equity-and-diversity-in-teacher-education-in-the-netherlands/) - This narrative describes, interprets, and contextualises the findings from the mapping activity for teacher education in The Netherlands. As a living document, it will be regularly updated based on ongoing consultations with key stakeholders throughout the project’s next stages. Access to the narrative - Here - [Embracing the societal task of a teacher in teacher education](https://info-ted.eu/research/embracing-the-societal-task-of-a-teacher-in-teacher-education/) - In today’s complex world, teacher educators face an important question: how to prepare pre-service teachers for their work in a way that is sustainable both for teachers themselves and for society. How can we support teachers not only to remain in teaching, but to teach in a societally impactful way? Teaching as a - [Gender and sexuality diverse children and youth: two points for teachers](https://info-ted.eu/research/gender-and-sexuality-diverse-children-and-youth-two-points-for-teachers/) - I have been researching sexuality and gender diversity in Finnish education for over 30 years and have found that the situation has improved over time, although school practices still typically contain heteronormative premises (Lehtonen 2023). Based on my recent research, I would like to highlight two points that I want teachers and those training to - [Perspectives of the Finnish School for All – Inclusiveness, diversity and equity?](https://info-ted.eu/research/perspectives-of-the-finnish-school-for-all-inclusiveness-diversity-and-equity/) - In this podcast four Finnish researchers discuss various aspects of the Finnish education system. First, the background and the basic principles of the Finnish school for all are introduced. After that an inclusive school in practice is presented. Next inclusiveness is discussed from the viewpoint of special education and finally Finnish school system is considered from the - [Turning Points Boardgame](https://info-ted.eu/research/turning-points-boardgame/) - Turning Points Boardgame enables teacher educators to use experiential learning to address complex social issues. The game fosters critical discussions on privilege, systemic barriers, and social mobility, equipping educators with interactive strategies to engage pre-service teachers. - [Analysing the News](https://info-ted.eu/research/analysing-the-news/) - The resource “Analysing the News” is an educational activity designed to foster critical engagement with issues of equity and diversity in education. - [Equity, Diversity and Inclusion Timeline](https://info-ted.eu/research/equity-diversity-and-inclusion-timeline/) - The Equity, Diversity and Inclusion Timeline is a resource designed for teacher educators to engage student teachers in a critical analysis of educational policies related to equity, diversity, and inclusion. In this activity, participants work in groups of three to five to examine their country's educational policies. They identify six key benchmarks that they consider most significant - [PASEO: Implications for Equity, Diversity, and Inclusion](https://info-ted.eu/research/paseo-implications-for-equity-diversity-and-inclusion/) - The PASEO: Implications for Equity, Diversity, and Inclusion, in Portuguese PASEO: Que Implicações para a Equidade, Diversidade e Inclusão, is a resource designed specifically for the Portuguese educational context. It is intended for teacher educators to engage student teachers in a critical analysis of educational policies, focusing on the conceptual framework of the Student Profile - [Critical Analysis of Practicum Reports](https://info-ted.eu/research/critical-analysis-of-practicum-reports/) - The Critical Analysis of Practicum Reports is an educational resource designed to enhance student teachers’ reflective and critical thinking regarding equity, equality, and inclusion in teacher education, focusing on practicum experience. Teacher educators can use this activity as a tool to foster deeper engagement with these fundamental principles, encouraging student teachers to critically assess their own perspectives - [Structured classroom debate](https://info-ted.eu/research/structured-classroom-debate/) - This activity is a structured classroom debate designed to help students practice empathetic argumentation by stepping into the shoes of different cultural stakeholders. Each participant is assigned a short character profile that describes a particular viewpoint either supporting or opposing a proposed school policy. They then spend a few minutes preparing a concise argument that - [Working with cases dealing with issues of Diversity and Social Justice](https://info-ted.eu/research/working-with-cases-dealing-with-issues-of-diversity-and-social-justice/) - Their task is to read assigned texts from a book called Case Studies on Diversity and Social Justice Education before the class and be prepared to share their thoughts on the texts. - [Reflecting on privileges](https://info-ted.eu/research/reflecting-on-privileges/) - This list of 30 statements is meant to provoke thought among pre-service teachers. The list contains statements about privileges, of which many might be self-evident. - [Equality and Non-Discrimination Action Plan for an Organization](https://info-ted.eu/research/equality-and-non-discrimination-action-plan-for-an-organization/) - This Excel sheet allows the organization to examine their current equality and non-discrimination practices and the current situation. - [Cross-cutting path of equality, equity and non-discrimination for teacher education curriculum or program](https://info-ted.eu/research/cross-cutting-path-of-equality-equity-and-non-discrimination-for-teacher-education-curriculum-or-program/) - The cross-cutting path of equality, equity and non-discrimination shows how these themes are integrated in nearly all courses and from different viewpoints. - [The embodied toolkit](https://info-ted.eu/research/the-embodied-toolkit/) - This toolkit invites us to think and reflect about body types in PE. It challenges and criticises dominant ways of how we think about bodies for (pre-service) PE teachers and students, by using real drawings from participants from different studies. By challenging stereotypes about bodies in the profession, we’ll be able to create more inclusive and equitable spaces in our field. - [Assessment of/for learning in a debate](https://info-ted.eu/research/pedagogical-approach-to-equity-and-diversity-in-teacher-education-scoring-rubric/) - The resource presents a scoring rubric that could be used as informing feedback and assessment for learning in debates. The debate is suggested to discuss any aspect related to equity and diversity in teacher education. - [Creating Safe Spaces](https://info-ted.eu/research/case-study-creating-safe-spaces/) - This case study can be used to prompt meaningful dialogue among teacher educators about how to create emotionally safe and inclusive learning spaces. It offers a concrete scenario that illustrates the importance of subtle, intentional actions—such as visible symbols of support, inclusive teaching strategies, and personalized student engagement. - [Navigating Intersectional Identities](https://info-ted.eu/research/case-study-navigating-intersectional-identities/) - This case study offers a valuable opportunity for teacher educators, school teachers, and mentors, to engage with the concept of intersectionality in classroom settings. It follows Harper, a teacher in a diverse school, who seeks to introduce discussions about race, gender, and sexuality as cross-curricular themes. - [Playing the Apprentice Card](https://info-ted.eu/research/case-study-playing-the-apprentice-card/) - This case study is a valuable tool for examining the tension preservice teachers often feel between theory and practice—especially when working under the guidance of more traditional mentors. It centers on Jessica, a student teacher placed with a mentor who upholds strict, competitive PE practices. - [The Cost of Keeping up Appearances](https://info-ted.eu/research/pedagogical-approach-to-equity-and-diversity-in-teacher-education-case-study/) - The resource presents a short narrative of a case study that could be used to prompt or frame the discussion with preservice teachers and teacher educators. It could be used in online, in person or hybrid sessions. This one in particular has been co-created by preservice teachers in the module 'Sociological Concepts of Teaching and - [Digital Portfolio Guidelines](https://info-ted.eu/research/pedagogical-approach-to-equity-and-diversity-in-teacher-education-portfolio-guidelines/) - The resource presents a step by step approach to create a digital portfolio related with equity and diversity matters in teacher education. It is used in a teacher education programme in the module 'Sociological Concepts of Teaching and Leaning in Physical Education' at the University of Limerick. - [Differentiated Instruction Workshop](https://info-ted.eu/research/differentiated-instruction-workshop/) - This interactive workshop is designed for use in teacher education programmes and aims to make the complex concept of differentiated instruction (DI) more approachable for student teachers. The session begins with a brief introduction to key theoretical principles, drawing on the work of Tomlinson and Bosker & Doolaard. However, rather than overwhelming students with its - [Narrative of provision – Germany](https://info-ted.eu/research/narrative-of-provision-germany/) - This narrative describes, interprets, and contextualises the findings from the mapping activity for teacher education in Germany. As a living document, it will be regularly updated based on ongoing consultations with key stakeholders throughout the project’s next stages. - [Sowing and Nurturing...](https://info-ted.eu/research/sowing-and-nurturing/) - Equity, diversity, and inclusion (EDI) are foundational to building a just and progressive education system. In Ireland, initial teacher education (ITE) is positioned within a supportive legislative and policy framework, offering fertile ground for transformative EDI work. This piece explores the policies shaping EDI in Irish ITE and the pivotal role of teacher educators (TEs) in translating these ideals into practice. - [Navigating Conflicting Messages](https://info-ted.eu/research/case-study-navigating-conflicting-messages/) - This case study serves as a practical resource for teacher educators, cooperating teachers/mentors, or CPD facilitators to explore the complexities preservice teachers face during school placements—especially when personal values conflict with established school norms. - [Challenges, policies and needs...](https://info-ted.eu/research/challenges-policies-and-professional-learning-needs/) - In this EdTed podcast episode, Professor Ann MacPhail interviews Dr. Melanie Ní Dhuinn on Ireland’s teacher education policies regarding equity and diversity. They explore national standards, implementation gaps, and the need for targeted support and professional learning. Melanie emphasizes curriculum reform, reflective practice, and micro-credentials for teacher educators to ensure meaningful equity-based change. Listen the - [Narrative of provision - Ireland](https://info-ted.eu/research/narrative-of-provision-for-equity-and-diversity-in-irish-teacher-education/) - This narrative describes, interprets, and contextualises the findings from the mapping activity for teacher education in Ireland. As a living document, it will be regularly updated based on ongoing consultations with key stakeholders throughout the project’s next stages. Access to the narrative - Here - [Narrative of provision - Norway](https://info-ted.eu/research/a-narrative-of-provision-for-equity-and-diversity-in-norwegian-teacher-education/) - This narrative describes, interprets, and contextualises the findings from the mapping activity for teacher education in Norway. As a living document, it will be regularly updated based on ongoing consultations with key stakeholders throughout the project’s next stages. Access to the narrative - Here - [Narrative of provision - Finland](https://info-ted.eu/research/narrative-of-provision-finland/) - This narrative describes, interprets, and contextualises the findings from the mapping activity for teacher education in Finland. As a living document, it will be regularly updated based on ongoing consultations with key stakeholders throughout the project’s next stages. Access to the narrative - Here - [Narrative of provision - Portugal](https://info-ted.eu/research/a-narrative-of-provision-for-equity-and-diversity-in-portuguese-teacher-education/) - The current narrative offers an in-depth look at and puts into context the results of this mapping endeavor, with a specific emphasis on teacher education in Portugal. Access to the narrative - Here - [Narrative of provision - Flanders](https://info-ted.eu/research/a-narrative-of-provision-for-equity-and-diversity-in-finnish-teacher-education/) - This narrative describes, interprets, and contextualises the findings from the mapping activity for teacher education in Flanders (Belgium). As a living document, it will be regularly updated based on ongoing consultations with key stakeholders throughout the project’s next stages. Access to the narrative - Here - [The Multiverse Toolkit](https://info-ted.eu/research/the-multiverse-toolkit/) - Diversity & Inclusion Workshop: the Multiverse Toolkit The Multiverse Toolkit is an interactive, visually engaging resource designed to open up meaningful dialogue around diversity, equity, and inclusion (DEI). Originally developed by Chiara Treglia as a proposal to the Eindhoven University of Technology (TU/e) Diversity Fund in 2020, the toolkit won a grant that allowed it ## Council Members - [Helma Oolbekkink-Marchand](https://info-ted.eu/council/helma-oolbekkink-marchand/) - Helma Oolbekkink-Marchand is a Professor at HAN University of Applied Sciences in the Netherlands. Her research interests are in teacher (educators) professional learning and especially in teacher identity and agency in different career phases and different contexts (f.e. educational innovations). She publishes about her work both in scientific and practice-oriented journals. She is the chair - [Ainat Guberman](https://info-ted.eu/council/ainat-guberman/) - Dr. Ainat Guberman is Head of the Research Authority at The MOFET Institute in Tel Aviv, Israel, and at David Yellin Academic College of Education, in Jerusalem, Israel. In the past, Dr. Guberman headed both the Inter-Collegiate Research Fund at The MOFET Institute and David Yellin College's Department of Psychology. Her main fields of interest - [Gerry Czerniawski](https://info-ted.eu/council/gerry-czerniawski/) - Gerry Czerniawski is Professor of Education at the University of East London (UEL) and former chair of the British Curriculum Forum. He runs the professional doctorate at UEL and teaches on a variety of programmes including initial teacher education. In addition to his role as a researcher, author and teacher educator he is the lead - [Eline Vanassche](https://info-ted.eu/council/eline-vanassche/) - Eline Vanassche is an Associate Professor at KU Leuven Kulak (Belgium). She is a former Marie Skłodowska-Curie fellow at the University of East London (United Kingdom) and Assistant Professor at Maastricht University (the Netherlands). Her research centres on the micro-meso-macro dynamics of educational practices, particularly exploring its meaning for the professional identities, work and knowledge - [Antonio Calderón](https://info-ted.eu/council/antonio-calderon/) - Antonio Calderón is an Associate Professor in the Department of Physical Education and Sport Sciences at the University of Limerick and Assistant Dean Academic Affairs Teaching, Learning, Assessment and Student Engagement in the Faculty of Education and Health Sciences. His main research focus aims to explore curriculum and digital pedagogies in (physical education) teacher education. - [Ann MacPhail](https://info-ted.eu/council/ann-macphail/) - Ann MacPhail is Associate Vice President Doctoral College at the University of Limerick, Ireland and is responsible for the strategic leadership and management of the Doctoral College. Ann's main research interests revolve around (physical education) teacher education, curriculum development, instructional alignment, internationalisation and doctoral education. Ann is Co-Director of the Physical Education, Physical Activity and - [Kari Smith](https://info-ted.eu/council/kari-smith/) - My most important research activities are teacher education, professional development, new teachers, supervision at PhD level, and finally, but not least, assessment with a focus on the pedagogical aspects of assessment. In 2010 I was part of the establishment of the National Research School in Teacher Education, NAFOL, and held the role of Chairperson of - [Maria A. Flores](https://info-ted.eu/council/maria-a-flores/) - Maria Assunção Flores works at the University of Minho, Portugal. She received her Ph.D. at the University of Nottingham, UK. Her research interests include teacher professionalism and identity, teacher education and professional development, curriculum, assessment, leadership and higher education. She has published extensively on these topics both nationally and internationally. She is currently editor of - [Ruben Vanderlinde](https://info-ted.eu/council/ruben-vanderlinde/) - Prof. Dr. Ruben Vanderlinde is a professor at the Department of Educational Studies at Ghent University in Belgium and coordinator of the research group ‘Teacher Education & Professional Development.’ His main research interests are in the field of educational innovation, teacher education and professional development. He publishes widely on these topics, both in ISI listed - [Bregje de Vries](https://info-ted.eu/council/bregje-de-vries/) - Bregje de Vries works as an assistant professor at the teacher education institute of the Vrije University Amsterdam. She teaches courses in general pedagogy, innovative pedagogies such as inquiry-based learning, and educational research for teachers’ daily practices. Her research focuses on teachers and teacher educators as designers of innovative curricula and teacher leadership/adaptive expertise/agency, as - [Juliette Boks Vlemmix](https://info-ted.eu/council/juliette-boks-vlemmix/) - Juliette Boks-Vlemmix is an Assistant Professor in Education in the Department of Teacher Education at the Norwegian University of Science and Technology in Trondheim, Norway. Here she teaches courses in education and general pedagogy in master and post graduate teacher education programmes, to the post graduate programme she has been programme leader for many years. - [Frances Rust](https://info-ted.eu/council/frances-rust/) - Frances O’Connell Rust is a Senior Fellow and Director of Teacher Education at the University of Pennsylvania Graduate School of Eduation. She is Professor Emeritus at New York University’s Steinhardt School of Education. Since 1985, she has directed undergraduate and graduate-level teacher education programs at Teachers College of Columbia University, Manhattanville College, Hofstra University, and - [Amanda Berry](https://info-ted.eu/council/amanda-berry/) - Amanda (Mandi) Berry is a professor in Education at Monash University, Australia. Mandi's research focuses on two interconnected themes: the professional knowledge of science teachers (in particular, pedagogical content knowledge) and how that knowledge develops through different experiences and career phases, and the work and learning of teacher educators. Mandi has published extensively in these - [Katriina Maaranen](https://info-ted.eu/council/katriina-maaranen/) - Katriina Maaranen, PhD., is an Adjunct Professor of Education and a senior university lecturer of didactics in the Faculty of Educational Sciences at the University of Helsinki. Her research focuses are teacher education, reflection, personal practical theories, professional development and teachers’ professional work. ORCID: 0000-0003-3771-9759 Latest publications Afdal, H.W. & Maaranen, K. (2023). Teachers’ - [Paulien Meijer](https://info-ted.eu/council/paulien-meijer/) - Paulien Meijer is a full professor of Teacher Learning and Development, and currently the scientific director of the Radboud Teachers Academy of Radboud University in Nijmegen, the Netherlands. Together with her research team, she publishes on the broad area of teacher education and teacher learning, with specific attention for the cultivation of creativity in education. ## Categories - [Uncategorized](https://info-ted.eu/category/uncategorized/) - [ICT and technological change](https://info-ted.eu/category/ict-and-technological-change/) - [Identities](https://info-ted.eu/category/identities/) - [Communication and relations](https://info-ted.eu/category/communication-and-relations/) - [University-based and school-based teacher educators](https://info-ted.eu/category/university-based-and-school-based-teacher-educators/) - [Stages of professional development](https://info-ted.eu/category/stages-of-professional-development/) - [Boundaries](https://info-ted.eu/category/boundaries/) - [Diversity](https://info-ted.eu/category/diversity/) - [Visions](https://info-ted.eu/category/visions/) - [How I teach is the message](https://info-ted.eu/category/how-i-teach-is-the-message/) - [Personal level](https://info-ted.eu/category/personal-level/) - [Research](https://info-ted.eu/category/research/) - [Assessment](https://info-ted.eu/category/assessment/) - [Social change](https://info-ted.eu/category/social-change/) - [Personal, local, national and global level](https://info-ted.eu/category/personal-local-national-and-global-level/) ## Tags - [paradox](https://info-ted.eu/tag/paradox/) - [ICT](https://info-ted.eu/tag/ict/) - [TTI](https://info-ted.eu/tag/tti/) - [SQD](https://info-ted.eu/tag/sqd/) - [ITE](https://info-ted.eu/tag/ite/) - [self-study group](https://info-ted.eu/tag/self-study-group/) - [adolescence](https://info-ted.eu/tag/adolescence/) - [psychology](https://info-ted.eu/tag/psychology/) - [zipping](https://info-ted.eu/tag/zipping/) - [MOFET](https://info-ted.eu/tag/mofet/) - [Israel](https://info-ted.eu/tag/israel/) - [tensions](https://info-ted.eu/tag/tensions/) - [Voice over](https://info-ted.eu/tag/voice-over/) - [governance](https://info-ted.eu/tag/governance/) - [LGBTQI](https://info-ted.eu/tag/lgbtqi/) - [conceptual model](https://info-ted.eu/tag/conceptual-model/) ## countries - [germany](https://info-ted.eu/country/germany/) - [ireland](https://info-ted.eu/country/ireland/) - [portugal](https://info-ted.eu/country/portugal/) - [finland](https://info-ted.eu/country/finland/) - [Australia](https://info-ted.eu/country/australia/) - [netherlands](https://info-ted.eu/country/netherlands/) - [chile](https://info-ted.eu/country/chile/) - [belgium](https://info-ted.eu/country/belgium/) - [norway](https://info-ted.eu/country/norway/) ## Category - [Explicit Modelling of Diversity-Responsive Practices](https://info-ted.eu/research-tag/explicit-modelling-of-diversity-responsive-practices/) - [Creating Inclusive Learning Environments](https://info-ted.eu/research-tag/creating_inclusive_learning_environments/) - [Creating Safe Learning Environments](https://info-ted.eu/research-tag/creating_safe_learning_environments/) - [Challenging Student Teachers’ Frames of Reference](https://info-ted.eu/research-tag/challenging-student-teachers-frames-of-reference/) - [Challenging One’s Own Frames of Reference](https://info-ted.eu/research-tag/challenging-ones-own-frames-of-reference/) - [Raising Societal Responsiveness to Diversity](https://info-ted.eu/research-tag/raising-societal-responsiveness-to-diversity/) ## Media Type - [Mini Blog Posts](https://info-ted.eu/research-tag/mini-blog-posts/) - [Narratives](https://info-ted.eu/research-tag/narratives/) - [Podcast](https://info-ted.eu/research-tag/podcast/) - [Resource](https://info-ted.eu/research-tag/resource/) - [Policy Brief](https://info-ted.eu/research-tag/policy-brief/) - [Conceptual Framework](https://info-ted.eu/research-tag/conceptual-framework/)