Teacher Education as an Ongoing Professional Trajectory

Rethinking the Concept of Teacher Education: A Problematization and Critique of Current Policies and Practices.- Policy Turns in Teacher Education: The Case of Ontario, Canada, During the 21st Century.- Teacher Education in a Postcolonial Hong Kong: Forms, Drivers, Influences, and Agency.- Preservice Teachers' Self-efficacy Beliefs on their Role as Teachers During the Practicum.- Mind the Gap: Teacher Induction in Scotland.- Exploring Teacher Professional Identity and Agency in Local, National and Global Policy Contexts.- Reading Towards a School for all? Comparing Course Literature Lists in Academic Swedish Special Education Teacher Training Between the 1980's and 2010's.- Leadership Preparation and Development Policies in England, Sweden, and Russia: Exploring Policy and Practice.- The Changing Role of the Headteacher in Scottish Education: Implications for Career-long Teacher Education.- Teacher Education as a Complex Professional Practice: Reflecting on the Contributions and the Way Forward.

Dr Denise Mifsud is Associate Professor in Educational Leadership, Management and Governance in the Department of Education at the University of Bath. She has many years of practitioner experience in education settings in both teaching and top-level leadership roles within the Ministry for Education, Malta. She previously held a full-time lecturing post at the University of the West of Scotland as well as being a part-time lecturer at the University of Malta. She is also an Associate Fellow of the Euro-Mediterranean Centre for Educational Research within the same university. She was awarded her PhD by the University of Stirling in 2015. Research areas of interest include educational policy analysis, generation, reception and enactment; critical leadership theories, with a particular interest in educational leadership, especially distributed forms; school networks and educational reform; teacher education; teacher leadership; power relations; Foucauldian theory; Actor-Network theory, as well as qualitative research methods, with a particular focus on narrative, as well as creative and unconventional modes of data representation. She is a member of several professional organizations, in addition to being an Associate Fellow of the Higher Education Academy. She is an elected member of the BELMAS Council, as well as co-convenor of the Critical Educational Leadership & Policy Studies BELMAS RIG, and also co-convenor of the Social Theory and Education BERA SIG. She has published in several international top-rated journals, in addition to monographs and edited volumes. She has won awards by the AERA, EERA and SERA for her publications.Dr Stephen Day is the Head of Division of Education at the University of the West of Scotland. He has a background in biomedical sciences and science education, where he publishes on aspects of science teacher education and curriculum policy. Dr Day was the president of the Scottish Educational Research Association (SERA) from 2017