Futures Thinking among European Pre-service and In-service Teachers

Xinlan Zhang; Iina Hyyppä; Ilona Josefiina Södervik; Heidi J Krzywacki; Ali Soroshzadeh; Antti Laherto

doi:10.5281/zenodo.20146591

May 12, 2026Open Access

Futures Thinking among European Pre-service and In-service Teachers

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Key Points

The research investigates how European pre-service and in-service teachers conceptualize futures thinking.
Implemented a multi-method approach to gather data.
Focused on both pre-service and in-service teachers across Europe.
Teachers demonstrated varying levels of futures thinking, highlighting challenges in imagining alternative educational futures.
Professional agency was found to be critical in enhancing adaptive expertise among teachers.

Implication

Research examines futures thinking in teachers, aiming to enhance their professional agency and adaptive expertise.

Abstract

This article reports on research within the Erasmus+ Teacher Academy “Teacher Education for a Future in Flux” (teff) project. Adopting a multi-method approach, the study explores European pre-service and in-service teachers’ futures thinking, aiming to support teachers’ ability to imagine alternative futures of schooling and to strengthen their professional agency and adaptive expertise.

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Cite This Study

Zhang et al. (2026) studied this question.

synapsesocial.com/papers/6a0567d2a550a87e60a200fb https://doi.org/10.5281/zenodo.20146591

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Futures Thinking among European Pre-service and In-service Teachers

Key Points

Implication

Abstract

Discussion

Cite This Study

Futures Thinking among European Pre-service and In-service Teachers

Key Points

Implication

Abstract

Discussion

Cite This Study

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