The European Teacher: Transnational Perspectives in Teacher Education Policy and Practice
Keywords:
teacher professionalism, European dimension, mobility, teacher education and competences, teacher education policies
Abstract
The future role of teachers in Europe will contribute to raising the awareness of a new expectation of what it means to be a “European Teacher”. If there is unity in diversity through national identities, the question remains: what makes a teacher “European”? Answering this unusual question, one encounters several aspects that have strong national traits of what it means to teach in a particular country (e.g. political culture), which still does not enable teachers to easily move their employment from one country to another because of differences in career structure, teacher education, selection and recruitment, etc. However, there are many similarities in general teacher competences that are required throughout Europe and beyond. This paper looks at teacher professionalism from various perspectives, attempts to discern the “Europeanness” in teachers’ work and mobility as a goal, and highlights particular policy development areas necessary to stimulate further discussions. The depiction of a European Doctorate in Teacher Education concludes the paper.Downloads
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References
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Biesta, G. (2006). Beyond learning: Democratic education for a human future. Boulder: Paradigm Publishers.
Checkel, J. T., & Katzenstein, P. J. (Eds.) (2009). European identity. Cambridge: Cambridge Univ. Press.
Chou, M.-H. (Ed.) (2014). Building the knowledge economy in Europe: New constellations in European research and higher education governance. Cheltenham: Elgar.
Craig, C. J., Meijer, P. C., & Broeckmans, J. (Eds.) (2013). From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community. Bingley: Emerald.
Gassner, O. (2010). ENTEP and European teacher education. Policy issues since 2000. In O. Gassner, L. Kerger, & M. Schratz (Eds.), The first ten years after Bologna (pp. 13–42). București: editura universitãţii din bucureşti.
Gassner, O., Kerger, L., & Schratz, M. (Eds.) (2010). The first ten years after Bologna. București: editura universitãţii din bucureşti.
Girmes, R. (2012). Der Wert der Bildung: Menschliche Entfaltung jenseits von Knappheit und Konkurrenz. Paderborn: Schöningh.
Gunter, H. M., & Fitzgerald, T. (2013). New Public Management and the modernisation of education systems 1. Journal of Educational Administration and History, 45(3), 213–219.
Hattie, J. (2008). Visible learning: A synthesis of meta-analyses relating to achievement. London: Routledge.
Hattie, J. A. C. (2012). Visible learning for teachers: Maximizing impact on learning. London, New York: Routledge.
Hatzky, I., & Struve, D. (2005). Ich lerne Europa kennen: Fragen & Antworten, Rätsel & Lösungen. Einfach schlau! Scheidegg: Media-Verlagsgesellschaft.
Heidenreich, M. (Ed.) (2014). Krise der Europäischen Vergesellschaftung? Dordrecht: Springer.
Hilligus, A. H., & Kreienbaum, M. A. (Eds.) (2007). Europakompetenz - durch Begegnung lernen. Opladen: Budrich.
Millward, P., & Timperley, H. (2010). Organizational learning facilitated by instructional leadership, tight coupling and boundary spanning practices. Journal of Educational Change, 11(2), 139–155.
Münch, R. (2008). Die Konstruktion der europäischen Gesellschaft: Zur Dialektik von transnationaler Integration und nationaler Desintegration. Frankfurt am Main: Campus-Verlag.
Münch, R. (2010). Bildung als Teil des Wettbewerbs-Paradigmas der Europäischen Union: Das Ineinandergreifen von OECD-Agenda, Lissabon-Strategie und nationaler Reformpolitik. In H.-J.
Blanke, A. Scherzberg, & G. Wegner (Eds.), Dimensionen des Wettbewerbs. Europäische Integration zwischen Eigendynamik und politischer Gestaltung (pp. 127–144). Tübingen: Mohr Siebeck.
Prenzel, M., Kobarg, M., Schöps, K., & Rönnebeck, S. (2013). Research on PISA: Research Outcomes of the PISA Research Conference 2009. Dordrecht, New York: Springer.
Schratz, M. (2010). What is a “European Teacher� In O. Gassner, L. Kerger, & M. Schratz (Eds.), The first ten years after Bologna (pp. 97–102). București: editura universitãţii din bucureşti.
Schratz, M., Paseka, A., & Schrittesser, I. (Eds.) (2011). Pädagogische Professionalität: quer denken – umdenken - neu denken: Impulse für next practice im Lehrerberuf. Wien: Facultas.wuv.
Seashore Louis, K., & van Velzen, B. (Eds.) (2012). Educational policy in an international context: Political culture and its effects. New York: Palgrave Macmillan.
Senge, P. M. (1990). The fifth discipline: Mastering the five practices of the learning organization. New York: Doubleday/Currency.
Snoek, M., Uzerli, U., & Schratz, M. (2008). Developing Teacher Education Policies through Peer Learning. In B. Hudson & P. Zgaga (Eds.), Teacher Education Policy in Europe: a Voice of Higher Education Institutions (pp. 135–156). Umeå: Faculty of Education, 2008.
ValenÄiÄ Zuljan, M., & Vogrinc, J. (Eds.) (2011). European dimensions of teacher education: Similarities and differences. Ljubljana, Kranj: Faculty of Education; The National School of Leadership in Education.
Published
2014-12-31
How to Cite
Schratz, M. (2014). The European Teacher: Transnational Perspectives in Teacher Education Policy and Practice. Center for Educational Policy Studies Journal, 4(4), 11–27. https://doi.org/10.26529/cepsj.183
Section
FOCUS
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