ABSTRACT
This introduction presents the overview of the key concepts of subsequent chapters of this book. The chapter analyses the tensions between academic and vocational demands' and explores these trends further, focusing on Sweden. It also explains about 'Coherence: a longitudinal approach addresses the relationships between different types or dimensions of knowledge and the interconnections between pieces of knowledge that are developed and used in different contexts, such as pre-enrolment, in-class teaching, placement settings and professional work settings. Research-based education in undergraduate professional programmes', explores the most pronounced initiatives to develop the shorter professional education programmes in a more academic direction, namely, the claims that these should be research-based programmes. The chapter also discusses the practice turn: research-informed clinical teacher education in two countries', undertakes a critical analysis of the current practice turn or move towards a research-informed clinical practice model of initial teacher education in Norway and Ireland.
