International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice

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Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to knowledge of the powerful for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.

Reviews

[T]his is an important and timely book for researchers, teacher educators, policymakers, and practitioners. The book reminds us to share respect for knowledge in teacher education. ... The book makes a noteworthy contribution to understanding innovation in teacher education. * European Journal of Teacher Education *
This book illuminates some of the key questions relevant to schools and teacher education: 1. What knowledge is relevant for today and the future 2. How can practicing (CPD) and future teachers (ITE) get access to this knowledge 3. What teacher knowledge is general and what is specific to a. the discipline b. the age of learners c. the context Whereas there is no clear answer to these questions, this is a powerful book addressing the complexity of powerful teacher knowledge highly relevant to policy makers, researchers/teacher educators, and teachers. * Kari Smith, Professor, Teacher Education Department, Norwegian University of Science and Technology (NTNU), Norway *
A book which, with its rich perspectives on a range of subjects and cross-curricular contexts, is sure to be of help to active and future teachers, teachers of teachers and others interested parties. Knowledge and quality of teaching are the key words to meet the challenges of the time. * Pavel Zgaga, Professor of Philosophy of Education, University of Ljubljana, Slovenia *

Author Bio

Brian Hudson is Emeritus Professor of Education at the University of Sussex, UK and Guest Professor in the Department of Educational Studies at Karlstad University, Sweden. He is a Fellow of the Institute of Mathematics and its Applications, honorary member of EERA Network 27 Didactics Learning and Teaching and was awarded a National Teaching Fellowship in 2004. Niklas Gericke is Professor in Science Education and Director of the SMEER (Science, Mathematics and Engineering Education Research) Research Centre at Karlstad University, Sweden, and guest professor at NTNU in Trondheim, Norway. Christina Olin-Scheller is Professor in Educational Work, and Director of CSL (Centre of Language and Literature in Education) Research Centre and ROSE (Research on Subject-Specific Education) Research Group at Karlstad University, Sweden. She coordinates the Swedish National Literacy Network and participates in the Nordic QUINT (Quality in Nordic Teaching) research centre. Martin Stolare is Professor in History at Karlstad University, Sweden, where he is Co-Director of the ROSE (Research on Subject-Specific Education) Research Group and Senior Researcher at CSD (Centre for Social Science Education).