Intro -- Contents -- 1 Introduction: Teacher Education in Europe - Coherence through Collaboration? -- 2 The (in)coherence of European Teacher Education: A Comparative Mapping of Policies at National and Institutional Levels -- 2.1 Introduction -- 2.2 Literature Review -- 2.2.1 Coherence in Teacher Education -- 2.2.2 Exploring Coherence from a Transnational and Collaborative Perspective -- 2.3 Methods -- 2.4 Results -- 2.4.1 Governance of Teacher Education Across the Continuum -- 2.4.2 Organisational Characteristics of ITE Programmes -- 2.5 Discussion and Conclusion -- References -- 3 Epistemic Coherence in Teacher Education -- 3.1 Introduction -- 3.2 Perspectives on Coherence in Teacher Education -- 3.3 Epistemic Coherence as Creating Relations Between Different Knowledge Resources -- 3.4 Epistemic Coherence as Creating Personal Relationships with Professional Knowledge -- 3.5 Conclusion -- References -- 4 Exploring Finnish Student Teachers' Perceived Coherence of their Teacher Education Program -- 4.1 Introduction -- 4.2 Theoretical Foundations -- 4.3 Context of the Study: Finnish Teacher Education -- 4.4 Method -- 4.4.1 Analysis -- 4.4.2 Open Answers -- 4.5 Results -- 4.6 Discussion -- References -- 5 Coherence in Initial Class Teacher Education in Croatia - Student Teachers' Perspective -- 5.1 Introduction -- 5.2 Coherence in Teacher Education -- 5.3 Research Context -- 5.4 Research Question -- 5.5 Method -- 5.5.1 Participants -- 5.5.2 Instrument and Data Collection -- 5.6 Results -- 5.7 Discussion and Conclusions -- References -- 6 Assessing Student Perceptions of Professionalization Measures and Coherence after the 2011 French Curriculum Reform -- 6.1 Introduction -- 6.2 What Preceded the 2011 Curriculum Reform? -- 6.3 The Centralized Reform of the Teacher Education in France -- 6.3.1 Competence Orientation as a Key to Professionalization.

6.3.2 Coherence Through Exchange Between Theory and Practice -- 6.4 Assessing Student Satisfaction and Perception Following the Curriculum Reform -- 6.4.1 Methods and Metrics for Evaluating Educational Change -- 6.4.2 Measuring Coherence -- 6.4.3 Survey Versions and Participants -- 6.5 Results -- 6.5.1 General Satisfaction -- 6.5.2 Relationship Between Subject Science and Didactics -- 6.5.3 Cohort Evaluation -- 6.5.4 Interlinking Theory-Practice -- 6.6 Discussion -- 6.7 Conclusion -- References -- 7 Co-Constructing Multidisciplinary Coherence in Subject Teacher Education: Students' Reflections in Group Discussions -- 7.1 Introduction -- 7.2 Context of the Study -- 7.3 Multidisciplinarity in the National Core Curricula -- 7.4 Previous Studies on the Topic -- 7.5 Methods -- 7.6 Findings -- 7.6.1 The Discourse of Discipline-Based Integration as a Coherence Builder -- 7.6.2 A Broad Unifying Discourse in Building Coherence -- 7.6.3 The Holistic Discourse of Change -- 7.7 Discussion & -- Conclusion -- References -- 8 Exploring Coherence between Teacher Education and the Competence Required to Facilitate Students' Oral Participation in Foreign Language Classrooms -- 8.1 Introduction -- 8.1.1 Sense of Coherence in Teacher Education -- 8.1.2 Facilitating Oral Participation as an Essential Core Practice for Foreign Language Teachers -- 8.1.3 Oral Participation in L3 Classrooms -- 8.1.4 Research Question -- 8.2 Methodology -- 8.2.1 Participants and Context -- 8.2.2 Data Collection -- 8.3 Findings and Discussion -- 8.3.1 Teachers' Moves to Promote Oral Participation and Production -- 8.3.2 The Promotion of a Safe and Supportive Environment -- 8.3.3 Acquired Competence and Coherence Between Lesson and Preparation -- 8.4 Concluding Remarks -- References.

9 Perceptions of Coherence among Teacher Education Students and Newly Qualified Teachers of Foreign Languages. An Exploratory Norwegian-German Study -- 9.1 Introduction -- 9.2 Theoretical Foundations -- 9.2.1 Dimensions and Connotations of Coherence -- 9.2.2 Program Coherence versus Perceptions of Coherence? -- 9.3 Foreign Language Teacher Education in Germany and Norway -- 9.3.1 Teacher Education in Germany -- 9.3.2 Teacher Education in Norway -- 9.4 Explorative Interview Study -- 9.4.1 Sample -- 9.4.2 Instrument: Structure, Piloting and Implementation -- 9.4.3 Exploratory Results -- 9.4.4 Discussion -- 9.5 Conclusion -- References -- 10 Research-based Teacher Education Curriculum Supporting Student Teacher Learning -- 10.1 Introduction -- 10.2 Complexity of Teachers' Work -- 10.3 Learning to Become a Teacher -- 10.4 Coherent Curriculum in Academic Teacher Education -- 10.5 Supporting Teacher Learning in the Profession -- 10.6 Conclusion -- References -- 11 Fostering Coherence in Finnish Teacher Education: The MAP Model -- 11.1 Introduction -- 11.2 The Context: Finnish Teacher Education -- 11.3 Developing a Shared Vision: Multidimensional Adapted Process Model of Teaching -- 11.4 Building Conceptual Coherence to Teacher Education Through the MAP Model -- 11.5 Promotion of Horizontal and Vertical Coherence in Teacher Education -- 11.6 The MAP Model in Promoting Institutional and Systemic Coherence in Teacher Education -- 11.7 A Case Study on Systemic Coherence in Initial Teacher Education Curricula: A Comparative Analysis of Two Universities -- 11.8 Conclusion -- References -- 12 Identifying Core Practices as a Framework for Teacher Educators' Cooperative Professional Development -- 12.1 Introduction -- 12.2 Theoretical Foundations -- 12.3 Methodology -- 12.3.1 Context -- 12.3.2 Observations and Discussions -- 12.3.3 Findings.

12.4 Discussion and Concluding Remarks -- References -- 13 Coherence through Cultures of Remembrance? A Design-Based Research Project at the Intersection of Literary Studies, Subject Didactics and School Practice -- 13.1 Introduction -- 13.2 Theoretical Foundations: Coherence in (Language) Teacher Education -- 13.2.1 General Observations -- 13.2.2 Contexts and Concepts of Coherence in Foreign Language Teacher Education -- 13.3 Context of (Language) Teacher Education in Freiburg -- 13.4 Design Based Research Project "Cultures of Remembrance" -- 13.4.1 Analysis and Exploration -- 13.4.2 Design and Sequencing -- 13.4.3 Piloting and Evaluation -- 13.4.4 Preliminary Findings -- 13.4.5 Further Implications and Complementary Steps -- 13.5 Conclusion -- References -- 14 Coherence - The What, the Why, and the How -- 14.1 Introduction -- 14.2 What? -- 14.3 Why? -- 14.4 How? -- 14.5 Take Away - Lessons Learned -- References.