Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings

Research output: Contribution to journalResearch articleContributedpeer-review



This paper explores the mobilisation of crisis response and related rhetoric in contemporary European teacher education. Using a critical vertical case analysis of illustrative national, regional, and institutional crisis-mediation settings (Switzerland, Germany, Ireland), we examine how crisis-informed policy response addresses global challenges like teacher shortages and digitalization. Employing an assemblage approach, we foreground how such responses exemplify moves to rethink, remake and redesign teacher education systems and programmes. Our discussions underscore the potential and the problematic aspects of crisis-based policy action to reshape teacher education and emphasize the role of universities and administrative institutions in fostering sustainable change. The study reveals particularly the influence of local contexts and cultures in shaping policy solutions and the dangers of excluding key actors within university teacher education from these conversations and actions. This discussion aims to inspire innovative and culturally-responsive transformations in teacher education practices and policies within Europe, and beyond.


Original languageEnglish
Pages (from-to)803–820
Journal European journal of teacher education : EJTE
Issue number5
Publication statusPublished - 12 Jan 2024

External IDs

unpaywall 10.1080/02619768.2023.2288811
Scopus 85179909715
Mendeley 4bcacef9-446f-392a-9396-6248318ac4fc



  • Crisis-response, European contexts, alternative entry, teacher education policy