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

Common European principles for teacher competences and qualifications 2005

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

Improving the Quality of Teacher Education A European Commission Communication 2007

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

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8 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) Current situation

9 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?) Current situation

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

11 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 Current situation

12 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 Summary Aims:

Improving Competences for the 21 st century: An Agenda for European Cooperation on Schools European Commission Communication 2008

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

15 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 Teachers and school staff

Implementing the agenda for action

17 Nat. experts produce policy conclusions / recommendations 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 feed advice into national policy making

18 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 Peer Learning Activities

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 States reforms …