Coherence in European Teacher Education Theoretical Models, Empirical Studies, Instructional Approaches

This Open Access volume brings together contributions to the research on coherence in teacher education from a transnational perspective. Using theoretical-conceptional, empirical as well as instructional approaches, the contributions explore structural, curricular, conceptual and personnel dimensions of coherence. Within the EU Erasmus +-funded project ConnEcTEd (Coherence in European Teacher Education), an interdisciplinary and transnational consortium collaborated in the research and co-constructive development of coherent teaching and learning arrangements. The transnational team assessed links between different areas of professional knowledges as well as theory-practice approaches. The volume concludes with a final discussion by Esther T. Canrinus, one of the leading researchers on coherence in teacher education.

Teacher education in Europe.- The (in)coherence of European teacher education.- Epistemic coherence in teacher education.- Exploring Finnish student teachers' perceived coherence of their teacher education program.- Coherence in initial class teacher education in Croatia.- Assessing student perceptions of professionalization measures and coherence after the 2011 French curriculum reform.- Co-constructing multidisciplinary coherence in subject teacher education.- Exploring coherence between teacher education and the competence required to facilitate students' oral participation in foreign language classrooms.- Perceptions of coherence among teacher education students and newly qualified teachers of foreign languages.- Research-based teacher education curriculum supporting student teacher learning.- Fostering coherence in Finnish teacher education.- Identifying core practices as a framework for teacher educators' cooperative professional development.- Coherence through cultures of remembrance.- The what, the why, and the how.

Gerard Doetjes is the director of the Norwegian National Centre for English and other Foreign Languages in Education at Østfold University College (Halden), Norway.

Vlatka Domovic is a full professor at the Faculty of Teacher Education, University of Zagreb, Croatia.

Mirjamaija Mikkilä-Erdmann is a full professor of teacher education and chair of research profile Children, Young people and Learning at the University of Turku, Finland.

Katja Zaki is a full professor of Foreign Language Didactics at the University of Education Freiburg, Germany, and currently Deputy Director of the Freiburg School of Education FACE.