In European countries, with many variations in terms of application, educational sciences are required to be part of the initial education of primary and secondary education teachers. So, country’s context is pivotal:history of teacher education, social, political and institutional situations and strategies have an impact on the way these sciences are treated. Also, theoretical concepts and conceptualizations influence for their part or even their integration of educational sciences in the teachers’ initial education. Moreover, internal and external conflicts concerning initial teacher education seem to form an uncertain field of study and/or investigation. Its impact is perpetually contributive to the construction of curricula. Political actors, professional trade unions, field professionals and students act and have an impact on the role of educational sciences in the initial teacher education.

The aim of this issue is to step back and to present the current situation about the role and values attributed to educational sciences in different European countries. Each paper is to shed light on the historical evolutions of educational sciences contribution to the initial teachers’ education and to delve into the social, political and institutional contexts which influence their treatment. The texts could be based on curriculum construction as a whole or part of curriculum as seminars, teaching matters, internship at schools, initial researchers’ training or even preparation for national exams for initial recruitment.

Pasithee | Library & Information Center | University of Patras