Focusing on contemporary challenges within educational systems, this volume critically examines political alternatives to neoliberalism through the lens of innovative and current research. It engages with pressing issues in education, offering insights and discussions that aim to reshape understanding and practices in the field.
International achievement tests like PISA, ROSE, and TIMSS reveal significant literacy and numeracy deficits among OECD countries. Research highlights the limitations of traditional teaching models in fostering critical thinking among lower secondary students. This book showcases case studies from six European nations—Austria, Denmark, Czech Republic, Germany, Ireland, and Spain—focusing on capacity building for teachers to drive educational innovation and change in science and mathematics classrooms. Teacher educators developed a theoretical framework that was culturally and contextually responsive. Educational innovation was framed as both a pedagogical and political endeavor, facilitating a deliberative inquiry that connected teachers, teacher educators, and policymakers. Findings indicate that while forming collaborative networks among teachers is essential, it alone is insufficient for fostering the creative and critical inquiry needed for meaningful educational change. New roles for all educational stakeholders are necessary to engage teachers throughout their careers in sustainable public and incubation spaces, promoting deliberative discourse with teacher educators and policymakers. This study has significant implications for the current education policy process and the roles of various stakeholders, including teachers, teacher educators, school administrators, and policymakers.