将危机应对推向可持续转型？对三个欧洲国家以危机为框架的师范教育政策行动的案例分析思考

IF 3 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Teacher Education Pub Date : 2023-12-08 DOI:10.1080/02619768.2023.2288811

Conor Galvin, Axel Gehrmann, Joanna Madalińska-Michalak, Jakob Kost, Denis Ananin, Rachel Farrell, Peggy Germer, Thomas Bárány, Liam Fogarty, Mehida Salihovic

{"title":"将危机应对推向可持续转型？对三个欧洲国家以危机为框架的师范教育政策行动的案例分析思考","authors":"Conor Galvin, Axel Gehrmann, Joanna Madalińska-Michalak, Jakob Kost, Denis Ananin, Rachel Farrell, Peggy Germer, Thomas Bárány, Liam Fogarty, Mehida Salihovic","doi":"10.1080/02619768.2023.2288811","DOIUrl":null,"url":null,"abstract":"This paper explores the mobilisation of crisis response and related rhetoric in contemporary European teacher education. Using a critical vertical case analysis of illustrative national, regional, ...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"9 1","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings\",\"authors\":\"Conor Galvin, Axel Gehrmann, Joanna Madalińska-Michalak, Jakob Kost, Denis Ananin, Rachel Farrell, Peggy Germer, Thomas Bárány, Liam Fogarty, Mehida Salihovic\",\"doi\":\"10.1080/02619768.2023.2288811\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper explores the mobilisation of crisis response and related rhetoric in contemporary European teacher education. Using a critical vertical case analysis of illustrative national, regional, ...\",\"PeriodicalId\":47529,\"journal\":{\"name\":\"European Journal of Teacher Education\",\"volume\":\"9 1\",\"pages\":\"\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-12-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/02619768.2023.2288811\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02619768.2023.2288811","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本文探讨了当代欧洲师范教育中危机应对的动员和相关言论。通过对说明性的国家、地区和国际案例进行批判性的纵向分析，本文探讨了当代欧洲师范教育中的危机应对动员和相关修辞。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings

This paper explores the mobilisation of crisis response and related rhetoric in contemporary European teacher education. Using a critical vertical case analysis of illustrative national, regional, ...

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

European Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.70

自引率

3.30%

发文量

期刊介绍： The European Journal of Teacher Education (EJTE) provides an opportunity for the dissemination of educational research which investigates theory, policy and practice in teacher education at pre-service and in-service levels predominantly in the countries of Europe. Relevant articles from other countries will be considered. EJTE is the official journal of the Association for Teacher Development in Europe (ATEE). Its audience includes all those who have a professional concern with or interest in the education of teachers for all age groups.