In this Special Issue, we take a holistic approach to teacher education and argue that the purpose of education is to educate the whole personality of a teacher, including his or her cognitive, social, and moral domains. This kind of approach should be implemented in both pre-service and in-service teacher education all over the world. We need more research on teachers’ values, beliefs, and attitudes that influence their motivation to learn new things and develop in their profession. We also need research on teachers’ cognitive and social skills that are important in promoting good teaching and learning. The topic of teacher skills which meet the needs of different learners as well as the topic of teaching different subjects by integrating and differentiating the subject matter are global challenges. The opportunities and problems related to variety of digital technologies and social media create challenges for teachers to support both student learning in different cultures and values with critical minds.
Lifelong learning is one of the aims for twenty-first century teachers. A pedagogically competent teacher pays attention to her students’ abilities, gender, prior knowledge, motives, and expectations to make learning meaningful for them. Teamwork and co-operation among teachers as well as with homes and other institutions are necessary to provide the best possible education for our students. All these aims and demands create pedagogical challenges in teacher education and call for research-based approaches that can be applied in teacher education programs.
In this Special Issue, we invite contributors to address the current challenges in pre-service and in-service teacher education in international contexts. The articles can be theoretical or empirical as long as they address questions related to contemporary teacher education and aim to provide research-based knowledge to improve teacher education globally.
Prof. Dr. Kirsi Tirri
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