Full Description
European classrooms are changing rapidly, shaped by migration, digitalisation and the urgency of global challenges. Meeting this reality demands a new generation of teachers equipped to engage with diversity, sustainability and democratic values, and teacher education programmes capable of rising to that challenge.
This book gathers contributions from researchers and educators involved in the TESTEd Erasmus+ project, exploring how initial and continuing teacher education can respond to five interconnected cross-cutting issues: multilingualism, sustainability, gender equality, digital innovation and democratic citizenship. Drawing on empirical studies, classroom experiences and comparative perspectives from across Europe, it examines both the theoretical foundations and practical possibilities of transformative teacher education.
Contents
List of Figures - List of Tables - José Javier Martos Ramos, Leonarda Trapassi, Carmela Simmarano, and Marta López Haldón: Introduction - Part I. Innovative Learning Environments, Intercultural Exchange and Professional Development - Megumi Iwata, Jari Laru, Kati Mäkitalo, Juan-Miguel Diaz Castro, Sanna Merikanto-Tolonen, Sari Harmoinen: Enhancing Teacher Competences in Emerging Technologies: Using an Explainable AI Tool - Juan-Miguel Diaz Castro and Megumi Iwata, Briony Supple and Nico Lorenzutti: Designing Cross-Cultural Educational Experiences: Lessons from a Hybrid International Lecture Series and Makerspace - Marie Vanderbeke and Lucien Kemper: Change.Makers@School: Challenge-Based Learning in Initial Teacher Education to Promote Teacher Students' Competences in School Development - Elena Kerling: Integration of Extra-Curricular Topics in European School Education: Perspectives from Teacher Training in the TESTEd Project - Carolin Kull and Steven Bauernfeind: FerienUNiversität: A Playground for Curiosity and Growth Beyond the Classroom - Developing Pupils' Potential in Extracurricular Spaces - PART II. Diversity, Multilingualism and Cultural Identity - Johnny L. Bertolio: Diversity and Inclusiveness in Teaching: Revising High-School Curricula through Handbooks in Italy - Karin Yeşilada, Teresa Schirmers and Sophie Ingenillen: How Can Teachers Be Sensitised to Include Pupils' Heritage Languages in Their Classrooms? - Carmela Simmarano and Leonarda Trapassi: Approaches to Multilingualism through Collaborative Singable Translation - Marina Martos Cruces and José Javier Martos Ramos: The Role of the L2 in the Management of Linguistic and Cultural Identity: A Multicultural and Multilingual Context - Marta López Haldón: Plurilingualism, Reflective Dialogue and Learner Autonomy: An Advising Experience Account in the Framework of European Teacher Education - PART III. Global Education, Citizenship and Sustainability - Raquel Rodrigues, Paulo Dias, Ana Paula dos Santos, Catarina Vieira da Silva, Rui Alexandre Novais, and Cândido Oliveira Martins: Cross-Cutting Issues in Teacher Training for Implementing Citizenship Education and Fostering Democratic Learning: Insights from Portuguese Open Educational Resources - Lucien Kemper and Henning Feldmann, Jan Miksch and Florian Wienes: Re-Thinking Education: Integrating Sustainability into an Initial Teacher Training Programme - Juan Ignacio López Ruiz and Eva Medina Gañán: Promoting Gender Equality: An Experience of Global Education in Primary School - Juan Ignacio López Ruiz and David Rosendo Ramos: An Experience of Global Education in Secondary School: Learning about Climate Change
-
- 和雑誌
- 東京人 （２０２６年１２月号）
