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The research in this Special Issue is an international collection of studies focusing on the current challenges and possibilities in teacher education. The contributors examine teacher education with theoretical and empirical approaches including both qualitative and quantitative research methods. The studies demonstrate that future teachers need high-level ethical and pedagogical skills to cope with the new challenges in education. With a research-based and holistic approach, we can educate good teachers for tomorrow's schools. Contributors to this collection of eleven articles reflect global issues in teacher education originating from Australia, Estonia, Finland, England, Portugal, and Sweden.

Humanities --- Education --- holistic learning --- instrumentalism --- values pedagogy --- teacher education --- Australian education --- feedback --- formative assessment --- general upper secondary education --- Finland --- purpose in life --- purposeful teacher --- nature of science --- science of science --- science --- scientific knowledge --- scientometrics --- prevention of violent extremism through education --- safe space --- dangerous territory --- teachers' beliefs --- teachers' skills --- identity --- worldviews --- relevance --- online education --- MOOC --- teachers --- professional development --- mathematics education --- science education --- home-school partnership --- Finnish schools --- encouraging digital feedback --- digital communication --- integrated science education --- interdisciplinary education --- self-efficacy --- teachers' perceptions --- teacher training --- in-service teachers --- e-portfolio --- learning analytics --- parents' perspectives --- teachers' support --- parent-teacher partnerships --- parental engagement --- Portugal --- teacher's professional agency --- teacher competencies --- learning