Teacher Education and the Development of Democratic Citizenship in Europe
This book uses international collaboration between nine European countries to explore how teacher education systems across Europe perceive and act upon devolving democracy and democratic citizenship. Understanding these countries’ cultural approaches to individual and national priorities in education is essential in perceiving similarities and differences in the meaning of ‘democracy’. The book offers debate on the prospects for teacher education and the development of democratic citizenship in Europe based on historical, political, economic and cultural contexts and the Council of Europe’s (CoE) competences for democratic citizenship.
With critical analysis and evaluation around the common theme of teacher education and its role in developing democratic citizenship, the book provides awareness and understanding of how teacher education responds to the Council of Europe’s (CoE) conceptual model of competences for democratic culture. 20 competences categorized as Values, Attitudes, Skills, and Knowledge and Critical Understanding are defined so they can be taught to enable learners to practice them in their daily lives as democratic citizens.
This book will be of key interest to academics, researchers and post-graduate students in the fields of teacher education, educational policy and politics, and citizenship education.
Table of Contents
Teacher education and the development of democratic citizenship in Europe Competences for democratic culture – towards new priorities in European educational systems? Teacher education and the development of democratic education in England Democratic citizenship in scarce conditions: educating citizens in neoliberal Estonia Democratic citizenship and Teacher Education in Finland Education for Democratic Citizenship in Ireland From the concept of citizenship to the transversal skills for global citizenship in schools The evolving concept of democracy in Kosovo education system: reflections on teacher education role Itinerant Curriculum Theory in the Making: Towards Alternative ways to do Alternative forms of Teacher Education "Democracy for me is saying what I want": The teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context Changing society, changing Teacher Education
Andrea Raiker is an independent consultant and researcher in higher education in the UK and internationally.
Matti Rautiainen is senior lecturer in pedagogy of history and social sciences at the Department of Teacher Education at the University of Jyväskylä. His research interests are educating for democracy and teacher education.
Blerim Saqipi is an assistant professor at the University of Prishtina teaching courses on education policy, teacher development and research methods. His research interest is focused on understanding development of teacher professionalism as it relates to social and educational context.