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Consolidated and Research-Based Knowledge Initial Teacher Education: Present and Future Scenarios in Portugal

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Research, Policymaking, and Innovation

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Abstract

The Bologna process that took place in Europe in the late 1990s has forced the restructuring of all teacher education programmes in Portugal, in terms of structure and content. A Master degree is now required for all entrants into teaching, after a first cycle of studies. This chapter looks at policy development in teacher education in Portugal, after the implementation of the Bologna process. It draws on existing research literature on changes and effects of this process, with a focus on the Portuguese context. Overall, initial teacher education has been developed positively through consolidated and research-based knowledge. However, in line with other international contexts, Portugal is still facing critical challenges: the ageing of the teaching workforce, the reduction of student teachers, and the development of alternative routes to teaching that might hinder the development of quality teacher education programmes. The chapter ends with the discussion of both current and future scenarios of teacher education, including the challenge and prospect in the post-pandemic era.

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Acknowledgments

The first author would like to acknowledge the funding of the Research by CIEC—Research Centre for Child Studies of the University of Minho—project under the reference UIDB/00317/2020 and UIDP/00317/2020, through national funds of Foundation for Science and Technology (FCT).

The second author would like to acknowledge the funding of the research by CIEd—Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT.

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Authors and Affiliations

  1. University of Minho, Research Centre on Child Studies, Braga, Portugal

    Maria Assunção Flores & Maria Alfredo Moreira

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  1. Maria Assunção Flores
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  2. Maria Alfredo Moreira
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Correspondence to Maria Assunção Flores .

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Editors and Affiliations

  1. China Society of Educational Development Strategy, Beijing, China

    Yan Wang

  2. Eötvös Loránd University, Budapest, Hungary

    Gábor Halász

  3. The Mofet Institute, Tel Aviv, Israel

    Ainat Guberman

  4. Qatar Foundation for Education, Science and Community Development, Doha, Qatar

    Ahmed Baghdady

  5. The Mofet Institute, Tel Aviv, Israel

    Oded Mcdossi

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Flores, M.A., Moreira, M.A. (2023). Consolidated and Research-Based Knowledge Initial Teacher Education: Present and Future Scenarios in Portugal. In: Wang, Y., Halász, G., Guberman, A., Baghdady, A., Mcdossi, O. (eds) Research, Policymaking, and Innovation. Springer, Singapore. https://doi.org/10.1007/978-981-19-4349-2_15

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  • DOI: https://doi.org/10.1007/978-981-19-4349-2_15

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