Teacher Education Reforms between Higher Education and General Education Transformations in South- Eastern Europe: Reviewing the Evidence and Scoping the Issues (original) (raw)

The Development of Teacher Education in the Countries of Central and South-Eastern Europe

2013

The education and training of teachers, their professional and pedagogic competences are regularly scrutinized in public. Recently, comparative OECD-studies that determine precisely how many teaching lessons Austrian teachers are in fact present in class for-divided into different school types-have become increasingly effective. Especially after the summer break one often discovers the length of vacation as a particular stumbling block, and suggestions of how teachers could use this time in an effective way, are very innovative.

Challenges of initial teacher education in the context of higher education reform in Serbia

Education & Self Development, 2019

in the last few decades, many European countries have introduced changes in the regulation of education and higher education systems, accepting the provisions of the Bologna declaration. The purpose of this declaration is to create a single European Higher Education area with comparable and compatible academic standards and quality assurance standards across Europe. Serbia subscribed to these changes in 2003 reforming its higher education system in accordance with the declarations. Study modules have been reformed with the aim of achieving higher quality and more applied knowledge of students. The changes that have taken place have been reflected in the fundamental goal of an initial teacher education to create quality graduate teachers who are able to ensure high quality learning outcomes for all the children and young people with whom they work. The aim of this paper is to examine the effects and the challengies of initial teacher education in the context of higher education reform in Serbia. The changes that have occurred need to be seen from three angles: the initial education being implemented in several faculties within the six state universities; professional teacher training and self-evaluation and quality management of the teaching process. in the Republic of Serbia initial teacher education is realized in several forms. The primary form of initial teacher education is carried out at teaching faculties while the secondary form of initial teacher education is through the training of teachers, which is regulated by law. Some of the difficulties faced by initial teacher education programs are: the competitiveness of teaching careers with other careers that are better paid. The results in a lower student response, but also affects the funding of the teaching faculty itself. taking into account the importance of education and its impact on society, it is necessary to monitor changes in the field of teacher education continuously and systematically in order to find ways to overcome various challenges and difficulties.

STRATEGIES OF EDUCATIONAL REFORM IN THE COUNTRIES OF SOUTH EASTERN EUROPE Final Report

2000

The Seminar on Strategies of Educational Reform in Transition Countries tookplace in Bled from 8 to 10 June 2000 with the participation of experts fromAlbania, Montenegro, Serbia, Kosovo, Macedonia, Bosnia and Herzegovina andCroatia on one hand and those from other European countries on the other. Itwas jointly organised by the Council of Europe, the Open Society Institute –Slovenia and the Ministry of Education and Sport of the Republic of Slovenia andfinancially supported by the Enhanced Graz Process.The total number of participants amounted to nearly one hundred. They: – were briefed on the essential issues of European educational reforms in thelast decade and– in the light of that discussed the situation, the degree of changes and theneed for further reform measures in the countries of South Eastern Europe.The basic aim of the seminar was to link experts from countries changing (up-grading) their educational systems under rather difficult circumstances and fromthose that have al...

Comparison of teacher education reforms in Serbia and Austria

Contemporary Issues of Education Quality, 2013

The aim of this paper was to compare the changes in educational policies and educational practice regarding teacher education in Serbia and Austria. In the last years the most important changes in policy papers in Serbia were: request for all teachers to have a master’s degree and a minimum of 30 ECTS in pedagogical-psychological-methodical courses and 6 ECTS of school practice, introduction of inclusive education, formalization of one year induction programs and introduction of obligatory professional development courses. In Austria the new teacher education, proposed by the National Council in 2013, includes a uniform educational training for all teachers and educators at universities and the University College of Teacher Education (PH) in Austria. For the first time both class and subject teachers will be required to have at least Bachelor degree or later on Master Degree gained at the university. The master studies are planned to deepen selected parts of Bachelor studies and to widen the adjacent age ranges of pupils. It was concluded that the main difference between teacher education in Austria and Serbia could be viewed through the interplay of uniformity and flexibility. Finally, relying on contemporary models of teacher education, recommendations that could contribute to further teacher education reforms in both countries were defined.

Revisiting the European Teacher Education Area: The Transformation of Teacher Education Policies and Practices in Europe

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.

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.