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This chapter compares the historical development and current state of comparative pedagogy (CP) in four Slavonic South East European Countries – Bulgaria, Croatia, Serbia, and Slovenia. The authors also aim to put the historical background and contemporary developments of CP as a science and academic discipline in their countries on the worldwide comparative education (CE) map.

The chapter starts with a short definition of the two streams of CP development: the practical problem-solving nature of comparative studies; and the development of academic CP as a separate branch of the science of pedagogy. The history of CP in the four countries is divided into four historical periods: (1) 19th century until World War I (1918); (2) interwar years (1919–1941); (3) from 1945 until 1989; (4) from 1989 to the present. The development of CP during each period is examined in both national and comparative aspects and is analyzed within the appropriate political, social, and economic context. Some scientific-pedagogical factors are also discussed, with the goal of providing a better understanding of the specific features of CP in the individual countries and in the region as a whole. On the one hand, the analysis shows common characteristics in CP development, mostly influenced by the fact that the historical development of the science of pedagogy (accompanied by the teacher training tradition and the education system structure) was strongly influenced by German theoretical and practical pedagogy in all SSEE countries. On the other hand, the comparison reveals some differences, especially between Bulgaria and the former Yugoslavia.

Teacher education pedagogies face the complex challenge of attending to standards of professionalism while being sensitive to the local changing needs of professional learning. Encounters between these two aspects of professional work are manifested, for example, through the relations between innovative, “against the grain” pedagogies and standardized criteria and accountability to policy issues and measurement. This chapter characterizes various “contact zones” across participants, contexts and contents, called for by the four categories of pedagogies (working with multimodalities, partnerships and community learning, teacher assessment, and vehicles for dissemination) that comprise this volume of International Teacher Education: Promising Pedagogies (Part C). The four categories of pedagogies join five earlier categories of pedagogies (teacher leadership, diversity, family, social justice, and technology), which are found in International Teacher Education: Promising Pedagogies (Part B). These go in with yet another five categories of pedagogies (teacher selection, reflection, narrative knowing, teacher identity and mediation and mentoring), which are found in International Teacher Education: Promising Pedagogies (Part A).

In pursuit of democracy, John Dewey argued that public education should be the driving force. As educators strive to address issues of social justice and create inclusive academic environments, they must address the inequalities that are perpetuated in our educational system. Higher education (HE) plays a pivotal role, as it has the potential to shape those who will go on to become future educators, lawmakers, and politicians. Recognizing the importance of HE, we have the responsibility to address inclusivity in and out of the classroom. This chapter examines how critical pedagogy can be used as a tool to promote social justice in HE. In doing so, it will challenge educators to begin to address socially constructed ideas that are agents of oppression. Utilizing critical pedagogy, faculty and students can learn together and critically challenge these educational and social injustices. This will have a rippling impact on our educational system and society as a whole. Successfully implementing this pedagogical approach can lead to diverse and inclusive classrooms that foster learning for all students.

This chapter examines early childhood pedagogy in Germany. It developed in the wake of the Programme for International Student Assessment (PISA) education debate, and the expansion of higher education led to new types of application-oriented courses. For a long time, child day care in Germany was not seen as a subject of theoretical worth. Vocational training for kindergarten teachers, overwhelmingly employed in day care centers, has not yet been academized. The academic study of childhood pedagogy is a thereof separate project, taught especially at universities of applied science. Nevertheless, constructions of new disciplines are directed toward professional fields, for which they claim relevance with their academic training. With its focus on “Bildung” childhood pedagogy in Germany claims to offer a scientifically based solution to the practical problems of action in child day care. This chapter discusses the specific content of the curricula statistical figures of graduates at universities and in the fields of practice. It provides first empirical clarification on observable phenomena of a scientific “penetration” of cognitive rationality in kindergartens. It fosters an academic habitus that induces a distancing from direct interaction with children, leads to a diversification of tasks in day care centers, and promotes hierarchical processes of professional role differentiation in the field of childcare.

This chapter restates the purpose of the three-volume series and discusses themes that reoccur in chapters and sections of Part B, which first appeared in chapters and sections of Part A of the series. While Part A of the three-book set focused on pedagogies of teacher selection, reflection, narrative ways of knowing, identity, and mentoring and mediation, Part B of the three-volume series centers on pedagogies of preservice teacher leadership, diversity, parents and family, social justice, and technology. Ideas having to do with traveling stories, the theory-practice split, and the praxical nature of pedagogies are taken up. To conclude, the model for traveling pedagogies, which was first proposed in Part A of the series, once again appears, with a few sub-themes added from International Teacher Education (Part B), which support the already identified framework in International Teacher Education (Part A).

This scholarly work analyzes the previous 17 chapters in the International Teacher Education: Promising Pedagogies (Part C) volume. The purpose of the analysis is to distill the essence of what constitutes promising international teacher education pedagogies and how those pedagogies can best be shared. The chapters are reviewed according to the sections in which they appeared: pedagogies of working with multimodalities; pedagogies of partnerships and communities; pedagogies of teacher assessment; and vehicles for teacher education research, and dissemination. Key knowledge contributions from each chapter are emphasized. Similarities between the featured pedagogies are also highlighted. Finally, overarching themes are pinpointed.

This chapter presents a form of both co-participation theory and artful inquiry methodology as useful approaches in carrying out research into the student experience. Participatory Pedagogy is predicated on repositioning participants as co-producers of knowledge by introducing them to important aspects of the research, providing a platform to foster expression and affording opportunities to co-shape the research process. Artful inquiry can take many different forms, but collage in particular has the capacity to bring new meanings to the surface even in well-researched fields, such as the student experience. In supporting a Participatory Pedagogy approach, collage can unpack powerful testimonies of personal experience. A practical application of this pairing is also presented based on research into the student experience. This gives readers an insight into how it can be applied to a study, what its limitations might be and especially how students, particularly those from under-represented backgrounds, can benefit from being involved.

An approach to social responsibility in higher education will be proposed in this chapter and informed by a canon of literature and theorizing on critical pedagogy (Darder, Baltodano, & Torres, 2009; Freire, 1971; Giroux, 2011). Rooted in the work of education theorist Paulo Freire (1971, 1993) critical pedagogy embodies a set of critical dispositions about community, politics and education. Freire (1971, 1993) posited the nature of hope through transformative action in communities in which community empowerment arises from emerging critical consciousness and informed action. In common with the ideals of university–community partnerships critical pedagogy connects both to a community development mission and to an educational mission. However, though these principle philosophies of critical pedagogy may be inferred in the literature on civic universities, on higher education and public engagement and on wider aspects of social responsibility in higher education (Goddard & Kempton, 2016; UPP, 2019; Webster & Dyball, 2010), the chapter will explore how they may be more centrally located in analysis and in practice development.

This chapter describes the development and use of a framework, based on a set of theoretical principles that can support teachers, teacher educators and researchers make informed judgements about inclusive pedagogy in each unique setting. This chapter will address the concept of inclusive pedagogy; how the framework was developed; and will provide an introduction to the framework. Discussion will focus on how the framework was used by researchers to better understand how the ideas of inclusive pedagogy were enacted by newly qualified classroom teachers and how it was used to support experienced classroom teachers and specialist support teachers to challenge and alter some existing practices.

The main aim of this chapter is to discuss the conceptualization of comparative pedagogies within Continental European and Anglophone traditions, and to discuss the importance of comparative pedagogy within the contemporary comparative educational research as such. The chapter opens with the issue of naming and translation of the key terminology, notably pedagogy, comparative pedagogy, and vzgoja (Erziehung in German and vospitanie in Russian) – a concept which implies the teacher’s intentional guidance of children in their moral, personal, social, aesthetical, physical, and spiritual advancement. The chapter presents a brief history of the development of pedagogy as a distinctive science, and proceeds with the discussion on pedagogy’s identity. Due to multifaceted understanding of pedagogy in Continental Europe, the chapter focuses on the academic tradition in Slovenia and wider area of former Yugoslavia. Further, the role of comparison in different contemporary historical periods of pedagogy’s development is explained. The chapter shows that comparative pedagogy has different meanings in different academic traditions. The main difference between that Continental Europe and the Anglophone world is in the knowledge base they built on (pedagogy vs. other social sciences), and the focus they place on endogenous and exogenous factors influencing the nature of education systems and pedagogical processes. The author finally proposes a new definition of comparative pedagogy; a definition which takes pedagogy as its knowledge base, but is also informed with a long tradition of comparative education research based on other social sciences.