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EU perspectives on Teacher Education

EU perspectives on Teacher Education. History Subsidiarity – Treaty Article 149 EU action restricted to Socrates and Lingua programmes until 2000 Lisbon European Council Open Method of Coordination – work on teacher education since 2002, leading to

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EU perspectives on Teacher Education

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  1. EU perspectives on Teacher Education

  2. History Subsidiarity – Treaty Article 149 EU action restricted to Socrates and Lingua programmes until 2000 Lisbon European Council Open Method of Coordination – work on teacher education since 2002, leading to Expert Document:Common European Principles for teacher competences and qualifications 2005 Commission Communications:Improving the Quality of Teacher Education 2007 An Agenda for European Cooperation on Schools 2008 Council Conclusions, EP Report, CoR, EESC Opinions EU perspectives on Teacher Education

  3. Common European principles for teacher competences and qualifications 2005

  4. Common European principles for teacher competences and qualifications The teaching profession should be: • A well–qualified profession • A profession based on lifelong learning • A mobile profession • A profession based on partnerships

  5. Improving the Quality of Teacher Education A European Commission Communication 2007

  6. Current situation Teaching work force - age mauve - all Professionals red - teaching Professionals

  7. Current situation

  8. Current situation • New teachers • in some Member States, many new teachers leave the profession • but new teachers receive systematic support (induction) in only half of Europe (BG, CZ, DE, EL, ES, IE, IT, CY, PL, SK, UK; IS, LI, NO)

  9. Current situation • In-service training/ CPD • compulsory in (only) 11 Member States (AT, BE, D, EE, FI, HU, LT, LV, RO, MT, UK) • generally less than 20 hours; max: 5 days per year • (content of training?) • (participation rates?)

  10. Current situation Compulsory in-service training 2002 / 03 red = compulsory

  11. Current situation • Many countries report: • shortfalls in teaching skills • difficulties in updating teachers’ skills • Often: • no overall coordination of T Ed. provision • no link to school development and improvement • no link to educational research

  12. Summary Aims: • provision is coordinated, coherent, adequately resourced, responsive and quality assured • increase level of qualification for entry • knowledge and pedagogic skills • teachers as lifelong learners • culture of reflective practice and research • professionalisation, status and recognition

  13. Improving Competences for the21st century: An Agenda for European Cooperation on SchoolsEuropean Commission Communication 2008

  14. Three parts: • Focus on Competences • High quality education for every student • Teachers and school staff

  15. Teachers and school staff Key Proposals for Cooperation • implement Council Conclusions on quality of T Ed. • make T Ed. coherent, adequately resourced, quality assured • improve supply, quality and take-up of in-service T Ed. • attract most able candidates, select best applicants, place good teachers in challenging schools • improve school leader recruitment, let them focus on improving learning

  16. Implementing the agenda for action

  17. Peer Learning through the Open Method of Coordination • ‘Cluster’ meetings of national experts organise • Peer Learning Activities to share good practice / map’ current situation in EU •  • Nat. experts produce policy conclusions / recommendations  feed advice into national policy making

  18. Peer Learning Activities 2005 - 2008 • Have examined policies on: • Continuous Professional Development of teachers • Schools as learning communities for teachers as well as pupils • Preparing teachers for culturally diverse settings • Partnerships between vocational schools and companies • Relationships between schools and teacher education institutions • Induction of new teachers … • School Leadership

  19. Comenius Programme • In-Service Training grants – 8,800 per year • Assistantships – 1,200 per year • School Partnerships – 50,000 school staff participate • Comenius-Regio Partnerships – new in 2009, introduced by EP – estimated 500 regions

  20. other activities • more and better Data required (OECD TALIS 2009) • Study of TE curricula being prepared by Jyväskylä University • work with Stakeholders / Associations (ENTEP, ATEE, TEPE …) • Member State’s reforms …

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