The 5Ps of Holistic Policy Development: A Way Forward for Engaging Teacher Educators?

Barmby P. (2006). Improving teacher recruitment and retention: The importance of workload and pupil behaviour. Educational Research, 48(3), 247–265.

Canen A. (2007). Multiculturalism and a research perspective in initial teacher education: Possible dialogues. Policy Futures in Education, 5(4), 519–534.

Carver-Thomas D. Darling-Hammond L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools. Education Policy Analysis Archives, 27(36), 1–32.

Chalari M. Onyefulu C. Fasoyiro O. (2023). Teacher educators’ perceptions of practices and issues affecting initial teacher education programmes in Jamaica, Greece and Nigeria. Power and Education, 15(1), 102–121.

Clandinin D. J. Connelly F. M. (1992). Teacher as curriculum maker. In Jackson P. W. (Ed.), Handbook of curriculum (pp.363–461). Macmillan.

Conselho Nacional de Educação. (2019a). Estudos de seleção e recrutamento do pessoal docente da educação pré-escolar e ensinos básico e secundário.[National Council of Education, Studies of the selection and recruitment of teachers in preschool and in elementary and secondary education].

Conselho Nacional de Educação. (2019b). Recomendação sobre Qualificação e valorização de educadores professores dos ensinos básico e secundário.[National Council of Education, Recommendation about the qualifcation and valorization of educators and teachers in elementar and secondary school].

Conselho Nacional de Educação. (2022). Estado da Educação 2021.[National Council of Education, State of Education 2021].

Cochran-Smith M. (2004). The problem of teacher education. Journal of Teacher Education, 55(4), 295–299.

Cochran-Smith M. Craig C. J. Orland-Barak L. Cole C. Hill-Jackson V. (2022). Agents, agency and teacher education. Journal of Teacher Education, 73(5), 445–448.

Cochran-Smith M. Fries M. K. (2001). Sticks, stones, and ideology: The discourse of reform in teacher education. Educational Researcher, 30(8), 3–15.

Cochran-Smith M. Reagan E. M. (2022). Centering equity in teacher education evaluation: From principles to transformative enactment. Journal of Teacher Education, 73(5), 449–462.

Craig C. J. (2012). “Butterfly under a pin”: An emergent teacher image amid mandated curriculum reform. Journal of Educational Research, 105(2), 90–101.

Craig C. J. (2017). International teacher attrition: Multiperspective views. Teachers and Teaching Theory and Practice, 23(8), 859–862.

Craig C. J. (2020). “Data is [G] od”: The influence of cumulative policy reforms on teachers’ knowledge in an urban middle school in the United States. Teaching and Teacher Education, 93, 103027.

Craig C. J. Flores M. A. Van Overschelde J. P. Hill-Jackson V. (2022). Problematizing the taken-for-granted: Talking across differences in teacher education. Journal of Teacher Education, 73(3), 221–224.

Craig C. J. Hill-Jackson V. Kwok A. (2023). Teacher shortages: What are we short of? Journal of Teacher Education, 74(3), 209–213.

Craig C. J. Ross V. (2008). Developing teachers as curriculum makers. In Connelly F. M. (Ed.), The SAGE handbook of curriculum and instruction (pp. 282–304). Sage.

Darling-Hammond L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173.

Darling-Hammond L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2), 35–47.

Darling-Hammond L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.

DeMatthews D. E. Knight D. S. Shin J. (2022). The principal-teacher churn: Understanding the relationship between leadership turnover and teacher attrition. Educational Administration Quarterly, 58(1), 76–109.

Dorn E. Hancock B. Sarakatsannis J. Viruleg E. (2021). COVID-19 and education: The lingering effects of unfinished learning. https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning

Feiman-Nemser S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.

Flores M. A. (2019). Unpacking teacher quality Key issues for early career teachers. In Sullivan A. Johnson J. Simmons M. (Eds.), Attracting and keeping the best teachers (pp. 15–38). Springer.

Flores M. A. (2023). Teacher education in times of crisis: Enhancing or deprofessionalising the teaching profession? European Journal of Teacher Education, 46(2), 199–202.

Geiger T. Pivovarova M. (2018). The effects of working conditions on teacher retention. Teachers and Teaching Theory and Practice, 24(6), 604–625.

Goldhaber D. (2019). Evidence-based teacher preparation: Policy context and what we know. Journal of Teacher Education, 70(2), 90–101.

Goldhaber D. Krieg J. Theobald R. Goggins M. (2022). Front end to back end: Teacher preparation, workforce entry, and attrition. Journal of Teacher Education, 73(3), 253–270.

Goodwin A. L. (2021). Teaching standards, globalisation, and conceptions of teacher professionalism. European Journal of Teacher Education, 44(1), 5–19.

Goodwin A. L. Low E. L. (2021). Rethinking conceptualisations of teacher quality in Singapore and Hong Kong: A comparative analysis. European Journal of Teacher Education, 44(3), 365–382.

Groundwater-Smith S. Sachs J. (2002). The activist professional and the reinstatement of trust. Cambridge Journal of Education, 32(3), 341–358.

Hansen D. T. (2017). Bearing witness to teaching and teachers. Journal of Curriculum Studies, 49(1), 7–23.

Hill-Jackson V. Craig C. J. (2023). (Re)Constructing teacher knowledge: Old quests for new reform. Journal of Teacher Education, 74(1), 5–9.

Hilton G. Flores M. A. Niklasson L. (2013). Teacher quality, professionalism and professional development: Findings from a European project. Teacher Development, 17(4), 431–447.

International Teacher Taskforce on Teachers for Education 2030. (2019). Teacher policy development guide. United Nations Educational, Scientific and Cultural Organization.

Kelchtermans G. (2017). Should I stay or should I go? Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching Theory and Practice, 23(8), 961–977.

Korthagen F. (2017). Inconvenient truths about teacher learning: Towards professional development. Teachers and Teaching: Theory and Practice, 23(4), 387–405.

Lee J. C. K. (2019). Teachers’ work, change and learning: Roles, contexts and engagement. Teachers and Teaching, 25(4), 399–403.

Leeman Y. Nieveen N. de Beer F. Van der Steen J. (2020). Teachers as curriculum-makers: The case of citizenship education in Dutch schools. The Curriculum Journal, 31(3), 495–516.

Loura L. (2022). Quantos alunos estarão sem aulas daqui a 1 ano. https://www.ffms.pt/pt-pt/atualmentes/quantos-alunos-estarao-sem-aulas-daqui-1-ano

Madalinska-Michalak J. Flores M. A. Low E. L. Van Nuland S. (Eds.). (2022). Recruiting and educating the best teachers: Policy, professionalism and pedagogy. Brill Sense.

Maeda J. (2019). Design in Tech Report 2019. Design in Tech. https://designintech.report/wp-content/uploads/2019/03/dit2019_v00.pdf

Menter I. Flores M. A. (2021). Connecting research and professionalism in teacher education. European Journal of Teacher Education, 44(1), 115–127.

Merton R. K. (1973). The sociology of science: Theoretical and empirical investigations. University of Chicago Press.

Natanson H. (2022, August 14). Never seen it this bad: America faces catastrophic teacher shortage. The Washington Post. https://www.washingtonpost.com/education/2022/08/03/school-teacher-shortage/

National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. The Elementary School Journal, 84(2), 113–130.

Nunes L. C. Reis A. B. Freitas P. Nunes M. Gabriel J. M. (2021). Estudo de diagnóstico de necessidades docentes de 2021 a 2030. DGEEC [Study of the needs’ analysis of teachers between 2021 and 2030].

Organisation for Economic Co-operation and Development. (2019). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. TALIS, OECD. https://doi.org/10.1787/1d0bc92a-en

Organisation for Economic Co-operation and Development. (2023). Education GPS: The world of education at your fingertips. https://gpseducation.oecd.org/revieweducationpolicies/#!node=41731&filter=all

Perryman J. Calvert G. (2020). What motivates people to teach, and why do they leave? British Journal of Educational Studies, 68(1), 1–21. https://doi.org/10.1080/00071005.2019.1589417

Priestley M. Biesta G. Robinson S. (2015). Teacher agency: An ecological approach. Bloomsbury.

Rizvi M. (2015). Teacher education pedagogies related to preparing preservice teachers as leaders in Pakistan. In Orland-Barak L. Craig C. (Eds.), International teacher education: Promising pedagogies, Part B (pp. 7–30). Emerald.

Rosiek J. Clandinin D. J. (2019). Curriculum and teacher development. In Clandinin D. J. (Ed.), Journeys in narrative inquiry (pp. 191–208). Routledge.

Sachs J. (2016). Teacher professionalism: Why are we still talking about it? Teachers and Teaching, 22(4), 413–425. https://doi.org/10.1080/13540602.2015.1082732

Shulman L. (1978, October). Relating theory to practice in educational research (Occasional Paper 12). Institute for Research on Teaching, Michigan State University.

Sullivan A. Johnson J. Simmons M. (Eds.). (2019). Attracting and keeping the best teachers. Springer.

Tan J. P. L. Choo S. S. Kang T. Liem G. A. D. (2017). Educating for twenty-first century competencies and future-ready learners: Research perspectives from Singapore. Asia Pacific Journal of Education, 37(4), 425–436.

Vass G. (2017). Preparing for culturally responsive schooling: Initial teacher educators into the fray. Journal of Teacher Education, 68(5), 451–462.

Villegas A. M. Lucas T. (2002). Preparing culturally responsive teachers Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32.

Walton A. Pollock N. (2022, November 18). Empty classrooms, abandoned kids: Inside America’s great teacher resignation. The New York Times. https://www.nytimes.com/video/opinion/100000008537935/teachers-quitting-education-crisis.html

Wei G. (2022). Reimaging pre-service teachers’ practical knowledge: Designing learning for the future. Taylor & Francis.

Williams J. A. III Hill-Jackson V. Caldwell C. Craig C. J. (2022). Teacher recruitment and retention: Local strategies, global inspiration. Journal of Teacher Education, 73(4), 333–337.

Yanling C. Liisa P. Sari L. Auli T. (2021). A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching. European Journal of Teacher Education, 46(1), 171–198.

Zeichner K. (2014). The struggle for the soul of teaching and teacher education in the USA. Journal of Education for Teaching, 40(5), 551–568.

Zuboff S. (2019). The age of surveillance capitalism: The fight for a human future at the new frontier of power. PublicAffairs.