Teachers in Europe - Main Trends, Issues and Challenges

Globalization has brought new challenges to schools and teachers in Europe. Present models of initial teacher training need to address new challenges in order to give teachers the skills to deal with complex issues in their scientific areas. This has been a concern to teacher programs and educators and it is reflected in the different models of teacher training existing in European countries. This paper aims at discussing the models of initial teacher training in some European countries, trying to understand similarities and differences not only in the formal contexts but also in terms of contents. We will address several issues trying to reach the fundamental question: What kind of teachers do we want for the 21st century? The main purpose will be to identify how initial teacher training has incorporated a global dimension. Keywords: initial teacher training; models of training; Europe; globalization; education;

CEPS Journal : Center for Educational Policy Studies Journal, 2014

Becoming a Teacher Educator, 2009

2008

The opinions expressed in this document are the sole responsibility of the author and do not necessarily represent the official position of the European Parliament. Reproduction and translation for non-commercial purposes are authorised, provided the source is acknowledged and the publisher is given prior notice and sent a copy.

Teacher education in Europe is characterized by a huge diversity of teacher education institutions. Different training contexts enact curricular differences. Using a qualitative research methodology of multiple case studies we intended to comprehend in what way curriculum, specifically practicum, influences the pedagogical and professional quality of student teachers. This study focuses on secondary student teachers of the field of natural sciences of two European higher Education institutions – the University of Lisbon and Malmö University – located in two countries – Portugal and Sweden, respectively – that have, according to OECD, significantly differentiated educational indicators. We were able to conclude that both teacher education programmes stimulate student teachers’ reflexion and professional growth allowing the development of a solid support of knowledge and experiences, which contribute to the development of qualified teachers.

Education Inquiry, 2015

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.

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.

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.

Journal of Education Policy, 2010