| Abstract: | In Europe the educational system is under constant revision. Based on the changes in society, education and teacher education are forced to adapt themselves to changing circumstances. Often these changes are lagging behind the changes outside schools and are motivated by the problems of today or yesterday. Forward-thinking strategies are hardly developed in education. Scenarios are powerful tools to create new perspectives on the future of (teacher) education, stimulating reflection, creativity and imagination. Scenarios can be helpful both for deciding on institutional or (inter)national policies on teacher education and for facilitating individual learning processes of teacher educators and organisational learning processes. From this point of view scenarios are not a goal in themselves, but by-products of a learning process. A methodology is presented for the development of scenarios, as used by the ATEE-RDC19. |
