Re-imagining the professional status of teacher educators in Europe
Insights from futures-oriented comparative research
Bibliographic Data
| ID | 21496785 |
|---|---|
| Authors | Maria Teresa Tatto (0000-0003-4955-1420, Arizona State University, corresponding author) |
| Year | 2026 |
| Pages | 1-22 |
| Publication date | 2026-01-06 |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2025.2609638 |
| OpenAlex | W7119161019 |
| Language | EN |
| References cited | 46 |
This article examines the professional status of teacher educators (TEs) in Germany, Poland, Spain, and Switzerland, using data from the Teacher Education and Development Study in Mathematics (TEDS-M) and uses Gardner and Shulman’s sixth commonplace of professional practice, emphasising the future-focused aspect of teacher education through ongoing programme monitoring. The findings highlight the vital role of TEs in engaging with collaborative, cross-institutional, and cross-national research – both within and across countries – to build a professional community that maintains standards and influences the development of future educators. Sustained engagement of teacher educators in studies such as TEDS-M is presented as a strategic pathway to reimagine their role, impact educational policy, and strengthen their professional identity across Europe and beyond. This approach is further supported by the publicly available methodological tools developed through TEDS-M, which enable TEs to monitor and uphold quality standards in professional education and practice
Comparative education · Comparative research · Educational research · Faculty Development · Professional development · Qualitative research · Research methodology · Teacher education · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Teacher Education and Leadership Studies
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| Highly cited | No |
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