Research-based teacher education can be understood in different ways: as a call to understand teacher education institutions as research institutions, as the ambition to educate student teachers to have an inquiring attitude, as the basing of teacher education curricula on the latest research, or as a combination of all three.In this chapter we reflect on a method of connecting research, curriculum development and practice in teacher education, presenting a case study of a conversational community of teacher educators and researchers. The aim of the conversational community was to understand the process of curriculum design in teacher education as an inspiring and practical combination of design research, self-study, collaborative action research and curriculum study by teacher educators. This process was supported by a conversational framework in which curriculum development was understood as an ongoing dialogue between vision, intentions, design and practice in the teacher education curriculum. Using the conversational framework in this single case study of a conversational community, we have tried to connect teacher education research, curriculum development and practice in a meaningful way.
Recent studies have identified that the teacher is the most important factor influencing the quality of education. Following this line of reasoning, it is likely to assume that the teacher educator is the most important factor influencing the quality of teacher education. Although many research studies and policy documents attempt to identify the qualities of teachers, only a few publications address the quality of teacher educators. This paper examines the contemporaryEuropean policy debate on the quality and status of teacher educators. Two issues will be addressed. Firstly, to what extent is teacher educator regarded as a profession? Secondly, what actions and measures are proposed to maintain or increase the quality and status of the teacher educator profession? Based on literature on professions and professionalism, a framework has been developed to guide our examination of European policy documents on teacher education to identify to what extent these documents express notions of teacher educators as professionals.
MULTIFILE
The purpose of this final chapter is twofold: (1) to provide the synthesis of learnings on quality in teaching and teacher education on the basis of the analysis and discussion of the fourteen chapters collected in this monograph, and (2) to discuss implications for future research on quality in teaching and teacher education, policy and practice. In so doing, we ask: What do we know about quality in teaching and teacher education from the collected chapters and how can these findings inform future research, policy and practice in these areas? In order to answer these questions, the chapter is divided into five main parts. In the first part we identify a call that is present in all chapter: to move beyond a reductionist notion of education. In the second part we recognize the growing attention for teaching quality both as a blessing and a burden. In the third part we identify seven key dilemmas that arise from the different chapters. Next we use these dilemmas to identify implications for teacher education practice, policy and research. We conclude this chapter with some final reflections.
The project aims to improve palliative care in China through the competence development of Chinese teachers, professionals, and students focusing on the horizontal priority of digital transformation.Palliative care (PC) has been recognised as a public health priority, and during recent years, has seen advances in several aspects. However, severe inequities in the access and availability of PC worldwide remain. Annually, approximately 56.8 million people need palliative care, where 25.7% of the care focuses on the last year of person’s life (Connor, 2020).China has set aims for reaching the health care standards of the developed countries by 2030 through the Healthy China Strategy 2030, where one of the improvement areas in health care includes palliative care, thus continuing the previous efforts.The project provides a constructive, holistic, and innovative set of actions aimed at resulting in lasting outcomes and continued development of palliative care education and services. Raising the awareness of all stakeholders on palliative care, including the public, is highly relevant and needed. Evidence based practice guidelines and education are urgently required for both general and specialised palliative care levels, to increase the competencies for health educators, professionals, and students. This is to improve the availability and quality of person-centered palliative care in China. Considering the aging population, increase in various chronic illnesses, the challenging care environment, and the moderate health care resources, competence development and the utilisation of digitalisation in palliative care are paramount in supporting the transition of experts into the palliative care practice environment.General objective of the project is to enhance the competences in palliative care in China through education and training to improve the quality of life for citizens. Project develops the competences of current and future health care professionals in China to transform the palliative care theory and practice to impact the target groups and the society in the long-term. As recognised by the European Association for Palliative Care (EAPC), palliative care competences need to be developed in collaboration. This includes shared willingness to learn from each other to improve the sought outcomes in palliative care (EAPC 2019). Since all individuals have a right to health care, project develops person-centered and culturally sensitive practices taking into consideration ethics and social norms. As concepts around palliative care can focus on physical, psychological, social, or spiritual related illnesses (WHO 2020), project develops innovative pedagogy focusing on evidence-based practice, communication, and competence development utilising digital methods and tools. Concepts of reflection, values and views are in the forefront to improve palliative care for the future. Important aspects in project development include health promotion, digital competences and digital health literacy skills of professionals, patients, and their caregivers. Project objective is tied to the principles of the European Commission’s (EU) Digital Decade that stresses the importance of placing people and their rights in the forefront of the digital transformation, while enhancing solidarity, inclusion, freedom of choice and participation. In addition, concepts of safety, security, empowerment, and the promotion of sustainable actions are valued. (European Commission: Digital targets for 2030).Through the existing collaboration, strategic focus areas of the partners, and the principles of the call, the PalcNet project consortium was formed by the following partners: JAMK University of Applied Sciences (JAMK ), Ramon Llull University (URL), Hanze University of Applied Sciences (HUAS), Beijing Union Medical College Hospital (PUMCH), Guangzhou Health Science College (GHSC), Beihua University (BHU), and Harbin Medical University (HMU). As project develops new knowledge, innovations and practice through capacity building, finalisation of the consortium considered partners development strategy regarding health care, (especially palliative care), ability to create long-term impact, including the focus on enhancing higher education according to the horizontal priority. In addition, partners’ expertise and geographical location was also considered important to facilitate long-term impact of the results.Primary target groups of the project include partner country’s (China) staff members, teachers, researchers, health care professionals and bachelor level students engaging in project implementation. Secondary target groups include those groups who will use the outputs and results and continue in further development in palliative care upon the lifetime of the project.
