Special Issue: Rising to the challenge of teacher education to prepare teachers for today’s world

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Rising to the challenge of teacher education to prepare teachers for today’s world

London Review of Education special feature

The world we live in faces extraordinary challenges of global change, including political populism, prejudice, the climate crisis, physical conflict, migration and socioeconomic inequality. Teachers have a key role in responding to these challenges since they have the responsibility of educating the children and young people who will live in and lead this world for years to come. Consequently, the responsibility extends to teacher educators, whose role is essential to the development of teachers as agentive professionals, capable of transformational impacts on learners.

Edited by academics at the Centre for Teachers and Teaching Research at IOE, UCL’s Faculty of Education and Society, this special feature show-cases high-quality papers that address the work of teacher educators in contributing to the formation of agentic practitioners and their capacities to challenge the inequalities faced by the children and young people they teach and prepare them for the future.

Publication date: from December 2022


Issue Editors

Becky Taylor IOE, UCL's Faculty of Education and Society, UCL, UK
Grace Healy IOE, UCL's Faculty of Education and Society, UCL, UK


Article list

Articles will be listed here upon publication.


Developing trauma-informed teacher education in England

Authors: Mark Boylan, Lynne Truelove, Sally Pearse, Sue O’Brien, Helen Sheehan, Tony Cowell, Eleanor Long
Published: 06 September 2023


Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework

Authors: Andrew Clapham, Ruth Richards, Katie Lonsdale, Linda la Velle
Published: 12 July 2023


Libyan teachers as transitionalist pragmatists: conceptualising a path out of the peacebuilding narrative in conflict-affected contexts

Author: Reem Ben Giaber
Published: 19 April 2023


Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland

Author: Jennifer Chung
Published: 29 March 2023


The university role in new teacher learning – why it matters: Teach First trainee perspectives

Author: Jane Tillin
Published: 22 February 2023


The master’s element in initial teacher training: what is its value?

Authors: Georgina Merchant, Sara Bubb
Published: 15 February 2023


The role of mathematics teacher educators in preparing teachers of mathematics to respond to global challenges within their classrooms

Authors: Alf Coles, Tracy Helliwell
Published: 01 February 2023


Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?

Authors: Clare Brooks, Joanna McIntyre, Trevor Mutton
Published: 04 January 2023


The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts

Authors: Aimee Quickfall, Philip Wood, Emma Clarke
Published: 21 December 2022


Climate change and sustainability education in India and the place for arts-based practice: reflections from East Kolkata Wetlands

Authors: Verity Jones, Saptarshi Mitra, Nobina Gupta
Published: 14 December 2022


Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education

Authors: Nerida Spina, Rebecca Spooner-Lane, Julia Mascadri, Elizabeth Briant
Published: 7 December 2022


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