Europeanisation in Teacher Education: A Comparative Case Study of Teacher Education Policies and Practices (original) (raw)
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Center for Educational Policy Studies Journal, 2018
Within the broader landscape of the European Higher Education Area, teacher education receives increasing significance as an academic field that contributes to the quality of the teaching labour force and consequently impacts student learning. This paper aims to explore the European Teacher Education Area (ETEA) by analysing to what extent and how mechanisms, processes, and key agents of Europeanisation, internal or external to the European Union (EU), influence the transformation of teacher education policies and practices in Europe. Transformation is understood in the context of Europeanisation, and emphasis of the analysis is placed on the process rather than the content of transforming teacher education in Europe. To this end, data have been collected through document review and expert interviews with European policy officials. As a result of qualitative content analysis, the data have been clustered and analysed according to the following categories, which mutually reinforce each other: (1) policy coordination; (2) cross-sectoral instruments; (3) evidence-based management; (4) the Bologna process; (5) educational programmes; and (6) stakeholder pressure. Findings provide a conceptual framework for mapping the ETEA as a complex policy ecosystem that includes vertical and horizontal procedures of Europeanisation. The EU has developed extensive capacities to influence teacher education in Europe and increasingly involves other sectors, such as employment, in this process.
Teacher Education Policy and Practice in Europe: Challenges and Opportunities
2018
Teacher Education Policy and Practice in Europe provides a critical overview of the current challenges facing teacher education policy and practice in Europe. Drawing on a wide range of contributions, the book demonstrates that in order for teachers to reassume their role as agents of change, it is crucial to create a vision of a future European teacher and promote active engagement in preparing children to live and act in a multicultural and increasingly changing world. The book suggests ways in which teachers could be prepared to meet and overcome the struggles they will encounter in the classroom, including recommendations for teacher education, which open up new possibilities for policy, practice and research. Considering their own experiences as teachers, contributors also cover topics such as teacher education for the 21st century, the profile of the European teacher, citizenship and identity, social inclusion, linguistic and cultural diversity, and comparative education. Teacher Education Policy and Practice in Europe is essential reading for academics, researchers and postgraduate students engaged in the study of teacher education, educational policy and educational theory. It should also be of great interest to research-active teacher educators and practising teachers.
Europe's Twists and Turns in Teacher Education
2018
Teaching profession is experiencing a regression in places and it certainly suits the current economically oriented neoliberal education policies. Teacher tranning is accepted by academic model of teacher education, however this model shows that the notion of university teacher education is still a fragile one. The question is whether the former will prove feasible.
The Nation Strikes Back: Recent Influences on Teacher Education in Europe
Hitotsubashi journal of social studies, 2006
This paper revisits a previous paper, published in 2001, which focused on five European trends in teacher education: professionalism, research, feminisation, traditions and, and globalisation. The original paper proposed that ‘Anglophone’ (equated with neo-liberalism) and ‘European’ (equated with social democracy) teacher education policies contain di#erent emphases and priorities, even if they are shaped also by specific national cultures and histories. This paper rea$rms the influence of neo-liberalism and social democracy on teacher education and also draws attention to two further issues: the di$culties of traditional teacher education when faced with increased cultural diversity and the faltering impact of globalisation, as the nation state reasserts its goal of re-creating, consolidating and transmitting national culture and norms. It was argued in an earlier paper that few people appreciate the size of the task of educating Europe’s teaching force: and even fewer are interest...
Teachers in Europe - Main Trends, Issues and Challenges
Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 2013
The paper presents recent data on teacher issues and trends which reveal the points of convergence among European countries and also indicate the gap between general policy formulations and their translation into national practices. The first issue addressed is the selection of future teachers and the retention of the best qualified by securing the sustainability of quality education. In the attempts to achieve high teacher quality the greatest convergence among countries occurred in the area of teacher initial education involving "the universitation" of study programmes for all teacher profiles. Another convergence point has been the formulation of the common principles underlying teacher profiles and competences. The fourth common issue refers to the need for improvement of the induction procedure and/or supervision support to beginning teachers. One of the most emphasised topics of discussion and action has been the further professionalization of teaching including impl...
2017
This paper aims to examine to what extent and how teacher education in Hungary reflects contemporary European policy and research developments with regard to the continuum of teacher education, meaning the overarching unity of initial teacher education, induction, and continuing professional development. First, the paper examines European policy documents to identify patterns and themes related to the continuum concept. Based on the specific analysis, a framework was developed to explore the continuum of teacher education and this was employed in the case of Hungary. Drawing from a content analysis of official documents and in-depth interviews with national policy experts and teacher educators as well as focus groups with teachers, the paper continues by analysing the development of teacher education in Hungary from the introduction of the Bologna reforms in 2005 to the restoration of undivided initial teacher education in 2012 and the implementation of a new system for the teacher career path in 2013. The findings indicate that while Hungary has adopted several structural elements related to the continuum which reflect European thinking, a lack of interconnections among the different phases of teacher education is apparent.