Teachers’ Education on the Move – Dynamic Cartographies for Rethinking Teacher Education
The new special issue of the Journal of e-Learning and Knowledge Society (Je-LKS) is now online: Special Issue on "Teachers’ Education on the Move", edited by Giuseppina Rita Jose Mangione (INDIRE, Italy) and Erika Kopp (ATEE - Eötvös Loránd University, Hungary).
The issue follows on from the 2023 Annual Conference of the Association for Teacher Education in Europe (ATEE), held in Budapest, and brings together 21 international contributions that reflect the theoretical, methodological and cultural richness of contemporary debates on teacher education from both a European and global perspective.
The volume offers a plural and comparative reflection on the transformations affecting teacher professionalism, providing readers with dynamic cartographies for critically interpreting the ongoing changes in educational systems.
The contributions are organised along six trajectories of movement, understood as fluid zones of interaction between professional identity, pedagogical knowledge, and the ethics of care:
- Transitions in and out of the teaching profession
- Negotiations between local needs and global agendas
- Digital reconfigurations and artificial intelligence
- Interdisciplinary crossings and epistemic contaminations
- Interprofessional development and collaboration
- Mentoring and early-career support
Rather than offering a single model or definitive synthesis, this issue provides a space for pedagogical inquiry, where several cross-cutting themes emerge:
- The repositioning of teacher identity as a situated, narrative, and plural process
- The urgency of building critical digital pedagogies beyond technical integration
- The centrality of collaborative and interprofessional practices for navigating educational complexity
- The importance of care and responsibility in supporting the most vulnerable phases of the professional journey
In a time marked by multiple crises — environmental, social, and epistemic — teacher education is reimagined here as a field of transition and transformation, deeply rooted in local contexts and capable of generating new professional imaginaries. An invitation to move critically between uncertainty and possibility, between local educational territories and global trajectories.
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