Research and Development Centre

Mission Statement 

1. The Research Observatory constitutes a unique space for exchange of research experiences in teacher education research, and for developing partnerships between teacher education researchers in Europe and beyond its borders.
2. The Research Observatory’s main focus lies on theoretical and methodological challenges that one meets when making systematic studies with the purpose of documenting teaching experiences and developing new knowledge about different aspects of teacher education.
3. Knowledge about good quality content, adequate working methods and solid understanding of the context in which teacher education takes place, at local, at national and at international level, needs to be secured and developed within teacher education and by teacher educators.
4. Globalisation of education, the ICT revolution, mass education and multicultural diversity characterize and challenge post-modern knowledge societies. There is still a great disparity in the quality of education offered due to the economical divide that exists within countries and between countries. While some groups are entitled to high quality education others struggle to attain very little and insufficient education. This situation is increasingly challenging teacher educators and trainers and, therefore, research based knowledge becomes a prerequisite for understanding the new role of teachers.
5. Thus, research in, on and for teacher education that sheds light on existing and previous teacher education practices and on teachers’ working conditions, becomes indispensable as background for enhancing the teachers’ capabilities to practice and promote the education of future teachers.

History of the Research Observatory
The Research Observatory was established in 1995. Since then, it has developed a network of teacher education researchers coming from countries all over Europe and from USA and Canada. The main idea of this group has been to establish a specific forum for discussing a broad variety of thematic questions in teacher education, from a theoretical and/or a methodological perspective. This profile seems to meet a need for exchanges of research based questions raised in papers presented at different ATEE activities, most of all during the annual conferences. The working language has mostly been English.

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Chair: Icara da Silva Holmesland