GREEN PAPER ON
TEACHER EDUCATION
IN EUROPE
Thema ic Ne wo k on Teache Educa ion in Eu ope
Fakul e snämnden ö lä a u bildning, Umeå uni e si e
ISBN 91-973904-0-2
Edi ed by
F. Buchbe ge , B. P. Campos, D. Kallos, J. S ephenson
High Quali y Teache Educa ion o
High Quali y Educa ion and T aining
Fu he copies may be o de ed a a cos o 20 Eu o
om he edi o ial o ice in Umeå:
Ma ie Kå eb and ([email p o ec ed])
TNTEE Edi o ial O ice
SE-901 87 Umeå
Sweden
This publica ion can also be ound a
h p:// n ee.umu.se/publica ions/g eenpape .h ml
Copy igh © 2000 TNTEE and he Edi o s
Technical Edi o : Pe e E iksson, LITU
P in ed in Umeå, Sweden
Fakul e snämnden ö lä a u bildning, Umeå uni e si e
ISBN 91-973904-0-2
The p oduc ion o his publica ion has ecei ed inancial suppo om he Eu opean
Commission (DG XXII, ac ion scheme SOCRATES, Thema ic Ne wo k P ojec Ini ia i e).
TABLE OF CONTENTS
PART I
High Quali y Teache Educa ion o High Quali y Educa ion and T aining -
Aims, Con ex and O e iew
1. “Towa ds a Eu ope o Knowledge” – New P io i ies o Educa ion Policy 2
2. The Key Role o Teache s and High Quali y Teache Educa ion 2
3. Subs an ial Changes o he Con ex o Educa ion – Subs an ial Changes o Teache 3
Educa ion?
4. Teache Educa ion as an Open and Dynamic Sys em, and as a Con inuous P ocess 4
5. TNTEE – a Eu opean-Wide P o essional Ne wo k o Teache Educa ion 5
6. The G een Pape – Ou comes o Ne wo king, Resea ch and De elopmen 6
7. The G een Pape – Scena ios o “P oblem-solu ions” 7
8. S uc u e o he G een Pape 8
PART II
Rema ks on he Cu en S a e o Teache Educa ion in he Eu opean Union
9. Teache Educa ion in Eu ope – a Case o C isis? 10
10. Teache Educa ion as a Mass En e p ise 11
11. Di e si y as he Salien Fea u e o Teache Educa ion in Eu ope? 11
12. Common Pa e ns and T ends 13
13. Con empo a y Teache Educa ion – Bound by T adi ions? 13
13.1 P ima y School Teache Educa ion and a “No mal School T adi ion” 14
13.2 Seconda y School Teache Educa ion and an “Academic T adi ion” 15
13.3 A Rich Va ie y o O he T adi ions 16
14. S a ic Concep ions o Teache Educa ion and a “Rucksack – Philosophy” 16
15. P o essionalisa ion – a P edominan Lei mo i ? 17
16. Minimum-Compe ency Models o Teache Educa ion – he Renaissance o 20
Old Models?
17. E alua ion – a New Lei mo i ? 21
18. Common Cu icula Componen s in Teache Educa ion P og ammes 21
19. Common T ends: he Pas Thi y Yea s 23
PART III
The Challenge o Change - Teache Educa ion in Rapidly Changing Con ex s
20. Rela ionships be ween Changes in Socie y, he Educa ion Sec o and 28
Teache Educa ion
21. Th ee “Fac o s o Uphea al” 28
22. Some Majo Changes and Challenges 29
23. Changing Pe cep ions o he Role o he S a e in he Educa ion Sec o 31
24. Inc easing Economic Ra ionali y 32
25. S uc u al Changes in he Highe Educa ion Sec o 33
26. “S a e o he A ” o “S a e o P ac ice”? 35
27. Challenges o he Teaching P o ession 36
28. New Challenges o Teache s 39
PART IV
Scena ios o Teache Educa ion Re o m
29. Cohe en Goals o he Educa ion o Teache s 45
30. P o iding Powe ul Lea ning En i onmen s – he Cen al Task o Teache s and 46
Teache Educa ion?
31. The Po en ial o Fachdidak ik o Subjec -ma e Didac ics 47
32. De eloping Collabo a i e P oblem-Sol ing Capaci y 49
33. Resea ch and De elopmen as a Componen o Teache Educa ion 51
34. New Pa ne ships be ween Ins i u ions o Teache Educa ion and Schools 52
35. Induc ion in o he P o essional Cul u es o Schools 54
36. Sys emic Concep ions o In-Se ice Educa ion and Con inuous 54
P o essional De elopmen
37. The Di e si ica ion o P o essional Tasks o Teache s and he Rele ance o 56
Fu he Educa ion
38. Teache Educa ion o Teache Educa o s 57
39. Acc edi a ion o Teache Educa ion P og ammes 58
PART V
Some P oposals o Conc e e Measu es Rele an o Teache Educa ion Re o m
40. Measu es a he Le el o Membe S a es o he Eu opean Union 63
40.1 Commi ees o Teache Educa ion Re o m 63
40.2 Conc e e Re o m P ojec s 63
40.3 Cohe en P og ammes o Resea ch and De elopmen Rela ed o Teache 64
Educa ion and Teache Wo k
40.4 Ac ion Plans o In-se ice Educa ion and Fu he Educa ion 64
40.5 Es ablishing Pa ne ships 64
40.6 Comp ehensi e Knowledge-Resou ce-Cen es o Educa ion and T aining 65
40.7 High Quali y Teache Educa o s 65
40.8 Au onomous P o essional O ganisa ions 66
41. Measu es a he Le el o he Eu opean Commission 66
41.1 The Rele ance o Ac ion Schemes 66
41.2 A Commi ee o Teache Educa ion Re o m 68
41.3 C oss-Eu opean Knowledge Cen es o Teache Educa ion 68
41.4 Resea ch on Teaching and Teache Educa ion 68
41.5 C oss-Eu opean Mas e s P og ammes 69
41.6 Fos e ing Mobili y 69
41.7 De eloping he Eu opean Dimension 69
No es 71
Re e ences 87
Annex Sys ems and Models o Ini ial Teache Educa ion in Eu ope 93
1
G een Pape on Teache Educa ion in Eu ope
Pa I - High Quali y Teache Educa ion
PART I
HIGH QUALITY TEACHER EDUCATION
FOR HIGH QUALITY EDUCATION AND TRAINING -
AIMS, CONTEXT AND OVERVIEW

2G een Pape on Teache Educa ion in Eu ope
Pa I - High Quali y Teache Educa ion
1. “Towa ds a Eu ope o Knowledge” -
New P io i ies o Educa ion Policy
O e he pas ew decades Eu opean socie ies ha e been con on ed wi h subs an ial social,
cul u al, economic and echnological changes and challenges. The e seems o be widesp ead
ag eemen ha educa ion and aining will ha e o play a key ole in o de o mee
• hese changes adequa ely and
• he challenges p o-ac i ely (1)*.
Since he ea ly nine ies educa ion and aining (2) ha e again become policy p io i ies in
mos Membe S a es o he Eu opean Union. By ocusing on human capi al heo ies (3),
which s ess he ele ance o bo h comp ehensi e and cohe en human esou ce de elopmen
o he economic and social p ospe i y o pos -indus ial in o ma ion socie ies, educa ion
(policy) has inc easingly become an in eg al pa o economic and social policy.
“High Quali y Educa ion and T aining” has become a powe ul lei mo i (4), in discussions
abou a “Eu ope o Knowledge” (c . Eu opean Commission 1997). Such educa ion and
aining has o be a li elong p o ision co e ing all componen s in he b oad spec um o
human capabili ies (5).
High quali y educa ion and aining a e hus ega ded as being indispensable
•in es ablishing a “Eu ope o Knowledge”,
•in ans o ming Eu opean socie ies in o dynamic lea ning socie ies,
•in assis ing he p ocess o Eu opean in eg a ion o
•economic p ospe i y and
•social cohesion.
2. The Key Role o Teache s and High Quali y Teache Educa ion
In es ablishing a “Eu ope o Knowledge” he impo an ole o eache s and hei educa ion
is s essed equen ly by
• he Eu opean Commission,
•Minis ies o Educa ion o he Membe S a es o he Eu opean Union as well as by
•a la ge numbe o educa ionalis s.
High quali y eache s and eache educa ion a e cen al componen s, wi hin a he e ogeneous
pool o measu es necessa y o make high quali y educa ion and aining and a “Eu ope o
Knowledge” a eali y (e.g. e o m o o ganisa ional s uc u es o he educa ion and aining
sec o , e o m o cu icula, making e ec i e use o new in o ma ion and communica ion
echnologies o lea ning p ocesses).
3
G een Pape on Teache Educa ion in Eu ope
Pa I - High Quali y Teache Educa ion
Due o he many new and apidly changing asks and oles eache s a e expec ed o ul il,
subs an ial imp o emen s and e o ms o eache educa ion a e seen as impe a i e. Thus
“High Quali y Teache Educa ion o High Quali y Educa ion and T aining” mus be
ano he lei mo i o educa ion policy.
3. Subs an ial Changes o he Con ex o Educa ion –
Subs an ial Changes o Teache Educa ion?
The e is a close ela ionship be ween he impo ance a ached o eache s and hei educa ion,
and a emp s o e he pas ew yea s o he Eu opean Commission and a numbe o Membe
S a es o imp o e eache educa ion (6). Pe cei ed anxie ies abou he abili y o eache s´
compe ence o mee new asks, challenges, and expec a ions p o-ac i ely unde lie hese
changes.
Emphasising “p o essionalisa ion” o eaching and eache educa ion, he measu es aken
o imp o e eache educa ion in a numbe o Membe S a es o he Eu opean Union seem
p ima ily o ha e been guided by modi ica ion s a egies in luenced by changing pe cep ions
on he ole o he s a e wi hin he educa ion sec o . These measu es ollow
•a “mo e o he same - a ionale” (7),
•al hough a he same ime some eluc ance
•and e en con o e sial s a egies can be seen in o he Membe S a es, al hough
•all he s a egies adop ed seem o e lec a numbe o unce ain ies.
While some modi ica ions o eache educa ion ha e been made (p ima ily he leng hening
o ini ial eache educa ion and i s inco po a ion in o he highe educa ion sec o ) in mos
Membe S a es o he Eu opean Union he co e o eache educa ion has no ye been
changed.
Subs an ial changes o he con ex o educa ion and aining (e.g. changed alues,
globaliza ion o li e and economy, o ganisa ion o labou , he new in o ma ion and
communica ion echnology) ha e an impac on he p o essional asks and oles o he eaching
p o ession and call o mo e subs an ial e o ms o
•educa ion and aining in gene al (e.g. cu icula and con en s o eaching and lea ning,
pa e ns o o ganisa ion), and
• eache educa ion in pa icula (e.g. aims, cu icula, lea ning en i onmen s, s uc u es).
4G een Pape on Teache Educa ion in Eu ope
Pa I - High Quali y Teache Educa ion
4. Teache Educa ion as an Open and Dynamic Sys em,
and as a Con inuous P ocess
The e is gene al ag eemen ha eache educa ion has o be concei ed as
•an open and dynamic sys em, and as a
•pa o a con inuous p ocess.
As an open and dynamic sys em eache educa ion
•is embedded in di e en sphe es (e.g. “socie y in gene al”, he s a e, uni e si ies, colleges
o educa ion, schools)
•wi h a la ge numbe o di e en ac o s (e.g. eache educa o s, eache s, poli icians,
adminis a o s and school inspec o s, quali y assu ance agencies).
Rega ding co e issues o eache educa ion and he eaching p o ession (e.g. cu icula and
he knowledge base o eaching and lea ning, quali y con ols, esou ces o condi ions o
p ac ice o educa ion s a ) he ac o s may ha e di e en iews, in e es s and powe (8).
Teache educa ion has o suppo he p o essional de elopmen o eache s du ing all phases
o hei p o essional ca ee .
The p ocess o Con inuous P o essional De elopmen (CPD) s a s wi h he ec ui men
p ocess o ini ial eache educa ion, and consis s o he closely ela ed componen s
•ini ial eache educa ion,
•induc ion,
•in-se ice eache educa ion, and
• u he educa ion (9).
Con inuous p o essional de elopmen has o be connec ed o educa ional inno a ion (e.g.
school de elopmen and school imp o emen ) and educa ional esea ch.
Despi e a gene al ag eemen on he need o dynamic concep ions o eache educa ion in
p inciple mos sys ems and models o eache educa ion in he Membe S a es o he Eu opean
Union ha e been o ganised along adi ional lines (c . s a ic concep ions o eache educa ion):
•They ocus on a ela i ely sho pe iod o ini ial eache educa ion,
•while neglec ing he ele ance o con inuous p o essional de elopmen .
•Ano he cha ac e is ic o ine ia has been he s ic sepa a ion o ini ial eache educa ion,
in-se ice and u he highe awa d wo k o eache s.
•Simila ly he e has been li le sys ema ic connec ion be ween ini ial eache educa ion,
schools, s a de elopmen , school de elopmen and imp o emen , and educa ional
esea ch.
5
G een Pape on Teache Educa ion in Eu ope
Pa I - High Quali y Teache Educa ion
5. TNTEE –
A Eu opean-Wide P o essional Ne wo k o Teache Educa ion
The impo an ole eache educa ion has o play in achie ing a “Eu ope o Knowledge”
was ecognised by he Eu opean Commission in commissioning a comp ehensi e c oss-
Eu opean s udy ( he Sigma p ojec ). The aim was
• o p o ide an e alua ion o he cu en s a e o eache educa ion in he Membe S a es
o he Eu opean Economic A ea and
• o de elop app op ia e pe spec i es o enable eache educa ion o mee changes and
new challenges (10).
The ounda ion o he Thema ic Ne wo k on Teache Educa ion in Eu ope (TNTEE) wi hin
he Thema ic Ne wo k P ojec ini ia i e o he Eu opean Commission (DG XXII, ac ion
scheme SOCRATES) in 1996 had close pa allels o he Sigma p ojec (11).
F om he e y beginning TNTEE has aimed a
• he cohe en in eg a ion o
• esea ch-based knowledge o high quali y eache educa ion wi h
• he many ich expe iences o hose conce ned wi h and in ol ed in eache educa ion
( he p o essional communi y).
The aim is o aise bo h he p oblem-awa eness and he p oblem-sol ing capaci y wi hin
eache educa ion in o de o con ibu e o high quali y eache educa ion leading o high
quali y educa ion and aining. This has been a emp ed h ough adop ing a ne wo king
s a egy on a Eu opean-wide scale.
Since 1996 TNTEE has become a mee ing place o
•app oxima ely 300 ins i u ions o eache educa ion,
• housands o eache educa o s,
•impo an p o essional as well as esea ch o ganisa ions and associa ions (e.g. B i ish
Educa ion Resea ch Associa ion, Deu sche Gesellscha ü E ziehungswissenscha en),
•decision make s and
• eache s all o e Eu ope, and hus
•con ibu ed o de elop a cohe en oice o eache educa ion.
As a Pan-Eu opean p o essional ne wo k TNTEE has had equen eques s om a ious
Minis ies o Educa ion, commi ees esponsible o eache educa ion e o ms, p o essional
o ganisa ions and uni e si ies all o e Eu ope dealing wi h eache educa ion, o p o ide
inpu o e o ms and imp o emen s o eache educa ion.
The ecogni ion o eache educa ion as bo h an open and dynamic sys em and a con inuous
p ocess has mean ha TNTEE has aken an in eg a ed app oach o he di e en , bu ela ed
componen s o eache educa ion. Ini ial eache educa ion, in-se ice, ad anced u he
12 G een Pape on Teache Educa ion in Eu ope
PART II - Rema ks on he Cu en S a e o Teache Educa ion in he Eu opean Union
A a s uc u al and o ganisa ional le el di e ences can be seen
•be ween he di e en Membe S a es o he Eu opean Union (e.g. he conside able
di e ences o he s uc u e and o ganisa ion o ini ial eache educa ion be ween he
neighbou ing coun ies o Belgium and F ance, o di e en pa e ns o o ganisa ion o
eache educa ion in English speaking and No dic con ex s) as well as
•wi hin hem (e.g. he di e en sys ems and models o ini ial eache educa ion in he
six een Lände o Ge many).
•Wi hin di e en Membe S a es ini ial eache educa ion is usually spli up in o di e en
sys ems and models o di e en ca ego ies o ypes o eache s (e.g. p ima y school
eache s, seconda y school eache s, eache s o he oca ional school sys em).
I could be a gued ha di e ences be ween eache educa ion o di e en ca ego ies o
eache s wi hin Membe S a es o he Eu opean Union a e some imes la ge han hose
be ween he same ca ego y o eache s ac oss he Eu opean Union.
The p esence o di e si y a he s uc u al le el o eache educa ion is mainly a e lec ion o
he ac ha p agma ic changes ha e been made.
•These we e go e ned by ci cums ances (e.g. indus ial e olu ion and he need o a
quali ied skilled wo king o ce, condi ions o economic p ospe i y)
•p e ailing a he ime (e.g. p edominance o ce ain ashionable policies, imes o majo
social changes).
•Teache educa ion sys ems we e shaped in pa icula cul u al and na ional con ex s
(e.g. ela ing di e en pe cep ions on he ole o he s a e wi h hei impac on he oles
o schools, eache s and eache educa ion in B i ish, F ench, Ge man o No dic con ex s),
and
•ha e been s ongly in luenced by poli ical a gumen s (e.g. conse a i e, social-
democ a ic o neo-libe al ideologies).
•Addi ionally, di e si y e lec s dis ibu ion o powe enjoyed by he playe s be ween he
s a e and go e nmen s, eache educa ion ins i u ions, schools in he di e en Membe
S a es o he Eu opean Union and i s subsequen in luence on s uc u es, cu icula and
con en s o eache educa ion, o ms o quali y con ol o condi ions o eache wo k.
I could be a gued ha he mos p ominen ole in he cons uc ion and de elopmen o
models o eache educa ion has no been played by heo e ical and esea ch based a gumen s,
a ional planning o by he expe ise o p ac i ione s.
The collabo a i e in ol emen o all ac o s in ol ed in eache educa ion (e.g. poli icians,
adminis a o s, eache educa o s, eache s) in ackling hese p oblems seems o be
indispensable o imp o e he quali y o eache educa ion.
A gumen s and empi ical e idence pu o wa d by many esea che s and obse e s sugges
ha he big di e ences, de ec able mainly a a s uc u al le el, do no necessa ily co espond
o a ia ions in cu icula and cul u es o eache educa ion. They hold ha he eache

13
G een Pape on Teache Educa ion in Eu ope
PART II - Rema ks on he Cu en S a e o Teache Educa ion in he Eu opean Union
educa ion p og ammes p o ided by mos ins i u ions ac oss he Eu opean Union a e s ongly
in luenced by simila adi ions and hidden cu icula (“imp ession o sameness in con en ”).
Di e si y is pe cei ed by hese obse e s as being la gely a su ace phenomenon (20).
Howe e , di e si y a a s uc u al and o ganisa ional le el may be ega ded as a big ad an age.
Di e se pa e ns in eache educa ion migh p o ide ich ma e ial o ( e-)de ining “p oblem-
spaces” and o de eloping “p oblem-solu ions” o e o ms and imp o emen s o eache
educa ion belie ed o be necessa y in he di e en cul u al and social con ex s o Eu ope
(21).
12. Common Pa e ns and T ends
Al hough di e si y may be seen as a salien ea u e o eache educa ion in he Membe
S a es o he Eu opean Union, he e a e also a numbe o common pa e ns and ends.
•Some o he adi ions common o mos o he sys ems and models o eache educa ion
and hei in luence on con empo a y eache educa ion will be conside ed in he nex
chap e (chap e 13).
•A a ionale common o mos Eu opean sys ems and models o eache educa ion will be
desc ibed in chap e 14. The ollowing chap e s will deal wi h
• he lei mo i p o essionalisa ion o eaching and eache educa ion (chap e 15),
•minimum-compe ency models o eache educa ion (chap e 16),
•issues o e alua ion and quali y (chap e 17), and
•cu icula componen s common o mos models o eache educa ion in Eu ope (chap e
18).
•Finally, majo common ends in Eu opean eache educa ion o e he pas hi y yea s
a e desc ibed in chap e 19.
13. Con empo a y Teache Educa ion – Bound by T adi ions?
Con empo a y eache educa ion in he Membe S a es o he Eu opean Union seems o be
s ongly in luenced by some long-s anding adi ions. These adi ions a e made up o
•a blend o
•no always consis en and some imes hidden
••
••
•
assump ions, belie s and opinions on he p o essional ole o eache s and on he
acquisi ion o p o essional expe ise.
14 G een Pape on Teache Educa ion in Eu ope
PART II - Rema ks on he Cu en S a e o Teache Educa ion in he Eu opean Union
These long-s anding adi ions may accoun o he segmen a ion and di isions be ween
di e en ca ego ies o eache s and he co esponding models o ini ial eache educa ion.
They mi o he sha p dis inc ion in schools, speci ically ha be ween public elemen a y
educa ion on he one hand and seconda y educa ion p o ided only o a p i ileged mino i y
h oughou he las cen u y and well in o his on he o he .
The in luence o hese adi ions can s ill be seen in he o ganisa ional and ins i u ional
pa e ns as well as he cu icula o eache educa ion.
13.1 P ima y School Teache Educa ion and a “No mal School T adi ion”
Teache educa ion o eache s a he p ima y school le el has been s ongly in luenced by a
“no mal school adi ion” (“Semina ium” o “Ecole no male adi ion”). The ocus o his
adi ion is on
••
••
•
“p ac ical aining” in he o m o me hodology cou ses closely ela ed o cu icula
and subjec ma e s and/o lea ning a eas augh in schools and on
•supe ised eaching p ac ice equen ly o ganised in special aining schools, while
• he impo ance o educa ional heo y, academic and scien i ic knowledge and esea ch-
based knowledge on eaching, s udying and lea ning is de alua ed.
•Ca ego ies like “e hos” o he “pe sonali y o he eache ” (“Leh e pe sönlichkei ”)
o m in eg al pa s o his adi ion and
•in a he igid lea ning en i onmen s p ospec i e eache s should lea n o “model he
mas e ” ( eache ) and o acqui e some basic skills o eaching ollowing an app en-
iceship-model.
•To a la ge ex en his adi ion builds upon un es ed “c a ” knowledge de eloped by
p ac i ione s and could be de ined as a “celeb a ion o expe ience”.
A an ins i u ional le el he “no mal school adi ion” was o iginally a pa o he p og amme
in schools a uppe seconda y le el. Mos o hese eache aining schools a uppe seconda y
le el ha e g adually been ans e ed in o single-pu pose ins i u ions a pos -seconda y le el
(e.g. Pädagogische Akademie in Aus ia), non-uni e si y ins i u ions o highe educa ion
(e.g. Semina ium in Denma k) and la e , in many Membe S a es o he Eu opean Union,
in eg a ed in o uni e si ies.
E en oday a an o ganisa ional le el he “no mal school adi ion” can be closely iden i ied
wi h a concu en model o eache educa ion:
•Pa allel p og ammes in
•me hodology,
•some basic subjec s udies,
•some educa ional s udies (e.g. “Didak ik”, educa ional psychology, educa ional sociology)
and
•supe ised eaching p ac ice a e ollowed by he s uden s o e he whole o he cou se.
15
G een Pape on Teache Educa ion in Eu ope
PART II - Rema ks on he Cu en S a e o Teache Educa ion in he Eu opean Union
Al hough in mos Membe S a es o he Eu opean Union eache educa ion o p ima y
school eache s has been ans e ed in o he highe educa ion sec o , he “no mal school
adi ion” s ill exe s an in luence (e.g. on ma e s such as he cul u e o eaching, s udying
and lea ning and on he impo ance a ached o me hodology cou ses and eaching p ac ice).
To some ex en he endency o neglec educa ional esea ch can be seen as a legacy o his
adi ion. A ce ain lack o cohe ency in he goals o p ima y school eache educa ion may
e lec gene al p oblems conce ning he iden i ica ion o a knowledge base o eaching and
he eaching p o ession and e lec he “no mal school” in luence.
13.2 Seconda y School Teache Educa ion and an “Academic T adi ion”
In con as an “academic adi ion” has had a e y s ong in luence on eache educa ion o
eache s a schools a he (uppe ) seconda y le el. This adi ion emphasises he o e iding
impo ance o scien i ic knowledge in academic subjec disciplines o eaching and he
eaching p o ession.
In he “academic adi ion” i is assumed ha
•knowledge o he scien i ic s uc u es, con en s and me hodologies o pa icula academic
disciplines,
• he compe encies (e.g. gene al p oblem-sol ing capaci y) and
•a i udes lea ned du ing he p ocesses o knowledge acquisi ion (“academic habi us”)
a e su icien o enable eache s o pe o m he asks o eaching and educa ion compe en ly.
Re e ence is equen ly made by ep esen a i es o an “academic adi ion” o he
Humbold ian p inciple o “Bildung du ch Wissenscha ” (li e ally in e p e ed as educa ion
o e udi ion h ough dealing wi h science) o he concep o libe al educa ion.
The impo ance o educa ional heo y, me hodology and eaching p ac ice is only pa ly
ecognised wi hin he “academic adi ion”. While scien i ic s udies in a small numbe o
academic disciplines equen ly comp ise mo e han 80-90% o he p og ammes, p o essional
s udies and eaching p ac ice a e es ic ed o he emaining pe cen age.
This implies ha
•(p ospec i e) eache s a e socialised as subjec specialis s in a small numbe o academic
disciplines (o in only one academic discipline in some Membe S a es), and ha
••
••
•
main asks o eache s and he eaching p o ession (e.g. “p o iding powe ul lea ning
en i onmen s” o “suppo ing s uden s´ lea ning”) a e discoun ed as goals and con en s
o ini ial eache educa ion (22).
While he “no mal school adi ion” may be iden i ied as “celeb a ing expe ience”, an
“academic adi ion” o eache educa ion may be de ined as “celeb a ing he academic
discipline”.
16 G een Pape on Teache Educa ion in Eu ope
PART II - Rema ks on he Cu en S a e o Teache Educa ion in he Eu opean Union
A an ins i u ional le el , his o ically, he “academic adi ion” o seconda y school eache
educa ion has been a pa o he a ious acul ies o uni e si ies (23).
A an o ganisa ional le el i is mos ly iden i ied wi h he consecu i e model o eache
educa ion in which
•scien i ic s udies in academic disciplines a uni e si y a e ollowed
•by (some) p o essional s udies and/o
•a (sho ) p oba iona y pe iod a schools.
Simila condi ions apply in he sec o o highe educa ion eache s. While being highly
quali ied in hei academic disciplines, eache s in highe educa ion do no ge adequa e, i
any educa ion o eaching.
13.3 A Rich Va ie y o O he T adi ions
In some cases he e a e somewha di e en adi ions o educa ion and aining o o he
ca ego ies o eache s and g oups o educa ion s a (24), e.g. o
• eache s o “p ac ical subjec s” (e.g. spo s, a s and music),
• eache s in oca ional and echnical educa ion and aining,
• eache s in economic and/o business educa ion and aining,
• eache s in special needs educa ion,
•school manage s and adminis a o s,
•cu iculum de elope s,
•kinde ga en and p eschool eache s,
• eache s in adul educa ion and
•day ca e s a o social wo ke s.
Di e en om a “no mal school adi ion” and an “academic adi ion” hese o he o ms
may be seen as examples o he di e si y o be ound in he educa ion o eache s and
educa ion s a in Eu ope. While hese o he adi ions ha e equen ly been neglec ed in
discou ses on eache educa ion, conside a ion o hei po en ial could p o ide an addi ional
inpu o e o ms and imp o emen s o eache educa ion (25).
14. S a ic Concep ions o Teache Educa ion and a
“Rucksack-Philosophy”
Mos sys ems and models o eache educa ion in he Membe S a es o he Eu opean Union
adop a s a ic “ ucksack-philosophy”. S a ic concep ions o eache educa ion
••
••
•
s ess he impo ance o ini ial eache educa ion,
17
G een Pape on Teache Educa ion in Eu ope
PART II - Rema ks on he Cu en S a e o Teache Educa ion in he Eu opean Union
••
••
•
dis ega d he need o con inuous p o essional de elopmen o eache s, and
••
••
•
neglec he impo ance o in-se ice educa ion and u he educa ion o eache s, and
••
••
•li le o no a en ion is gi en o c ea ing sys emic ela ionships be ween eache educa ion,
s a de elopmen , school de elopmen and educa ional esea ch.
The hidden assump ion behind his concep is ha ini ial eache educa ion has he abili y
• o equip p ospec i e eache s wi h all hose compe encies ha seem o be necessa y o
compe en ly ul il he asks o he eaching p o ession o e a li e-long ca ee , and
•a he same ime o de elop he p oblem-sol ing capaci y necessa y o mee apidly
changing asks o eaching and he eaching p o ession.
While hese assump ions may, o some ex en , ha e been alid in s a ic socie ies, hey a e
inapp op ia e in he dynamic and apidly changing con ex s o he oday.
In addi ion a cha ac e is ic o his concep ion o eache educa ion is he s ic sepa a ion
be ween he di e en phases o eache educa ion. No connec ions a e made be ween ini ial
and in-se ice p o ision o om ini ial phases in o school de elopmen and imp o emen
ac i i ies.
The e can he e o e only be limi ed ans e o knowledge and expe ience ac oss he a eas
limi ing he po en ial o de elopmen and imp o emen .
A ecogni ion o he sho comings o s a ic concep ions has led o he in oduc ion o
some imes comp ehensi e models o in-se ice educa ion in mos Membe S a es o he
Eu opean Union. Howe e , he majo i y o hese can be ega ded as simply “add-ons” o
he p e-se ice p og ammes. The in-se ice educa ion o eache s aking place in di e en
ins i u ions, some imes in single-pu pose in-se ice ins i u ions, and he aims and con en s
o in-se ice educa ion ha e in mos cases no been ela ed cohe en ly o he cu icula o
ini ial eache educa ion and o school de elopmen (26).
The e is s ill a lack o he mo e sys emic e o m o eache educa ion pe cei ed o be necessa y
in a dynamic lea ning socie y (27).
15. P o essionalisa ion – a P edominan Lei mo i ?
The eme gence o he mo emen o he “p o essionalisa ion” o eaching and eache
educa ion in he nine een-six ies could be due o a numbe o ac o s. Among hese a e:
• he pe cep ion o se e e sho comings wi hin adi ional models o eache educa ion
(e.g. he “no mal school adi ion” and he “academic adi ion”) wi h ega d o bo h
e ec i eness and e iciency,

18 G een Pape on Teache Educa ion in Eu ope
PART II - Rema ks on he Cu en S a e o Teache Educa ion in he Eu opean Union
•a s ong need o imp o e and e o m educa ion and aining (c . “school e o m
mo emen ”),
•new challenges o educa ion and aining (e.g. p o iding equali y o educa ion
oppo uni y, seconda y educa ion o all), and
•a belie in he bene i s o mode ni y (e.g. he po en ial o scien i ic knowledge and
scien i ically alida ed educa ional p ac ices and echnology o imp o e all educa ion
and aining in gene al, and eache educa ion as a necessa y condi ion o high quali y
educa ion in pa icula ).
•Added o his we e a numbe o sociological ac o s. The mo e owa ds in oducing all
o ms o eache educa ion as uni e si y educa ion being one ac o in he ans o ma ion
o he eaching p o ession in o an academic p o ession compa able o medicine, law o
enginee ing (28).
“P o essionalisa ion” like many o he mo emen s may be seen as a a he he e ogeneous
concep wi h di e en meanings bo h wi hin and be ween he di e en cul u al con ex s o
he Eu opean Union (29).
In he discou se on eache educa ion and he eaching p o ession he b oad concep
p o essionalisa ion comp ises amongs o he s he concep o “pedagogical p o essionali y”
(30) and sociological aspec s o “p o essionalism”. Bo h aspec s o p o essionalisa ion
seem o equi e
•a comp ehensi e esea ch-based knowledge base on eaching, s udying and lea ning
alida ed by esea ch, and
•a ich epe oi e o empi ically alida ed p ac ices o p omo ing he p ocesses o eaching,
s udying and lea ning e ec i ely, and imply
••
••
•
au onomous and
••
••
•
compe en p o essional eache s ac ing as
••
••
•
c i ical in ellec uals
•in he in e es o hei clien s (e.g. s uden s), and wi h a
• esponsibili y o (an) au onomous p o essional o ganisa ion(-s) o he eaching p o-
ession and
•i s/ hei code o e hics.
Teache s who a e p o essionals migh hen be concei ed as hose who
•adop cogen and jus i iable ans o ma ions o
• esea ch-based knowledge and alida ed p ac ices o educa ion, eaching, s udying and
lea ning
• o pa icula cases (e.g. lea ning si ua ions, s uden s)
•as specially educa ed and/o ained pe sons (educa ion s a )
•conside ing he in e es s o he clien s (e.g. s uden s) in ol ed.
Inspi ed by he concep o a “new p o essionalism” (31) and conside ing de elopmen s o
o he academic p o essions such as he medical p o ession (32) ac i i ies in many Eu opean
19
G een Pape on Teache Educa ion in Eu ope
PART II - Rema ks on he Cu en S a e o Teache Educa ion in he Eu opean Union
coun ies ha e aimed a inc easing he quali y o eaching and eache educa ion by
p o essionalisa ion.
The main componen s o a p o essionalised eache educa ion p og amme migh be
•s udies in he sciences o he eaching p o ession (e.g. educa ional sciences, Didak ik/
Fachdidak ik li e ally ansla ed as didac ics and subjec ma e didac ics, educa ional
psychology, educa ional sociology),
•all o hese closely conncec ed o educa ional esea ch and aiming a he de elopmen
o
•p o essional p oblem-sol ing capaci y,
•a b oad epe oi e o alida ed p ac ices o p omo e and suppo lea ning, and
•a p o essional code o e hics.
O he componen s a e:
•cohe en and supe ised p ac ical and/o clinical s udies,
•in-dep h s udies in a numbe o academic ields ele an o cu icula o schools and
eaching, s udying and lea ning pa icula cases and/o opics, and
•an in eg a ion o s udies in he sciences o he eaching p o ession, o he academic
s udies and clinical and/o p ac ical s udies would also o m pa o such a p og amme.
Re o ms o eache educa ion in Ge many and England and Wales in he se en ies, in F ance
wi h he in oduc ion o Ins i u s Uni e si ai es de Fo ma ion des Mai es (I.U.F.M.) a he
beginning o he nine ies, he pe manen e o m and imp o emen o Finnish eache educa ion
he pas wo decades, inno a ions in some o he No dic coun ies and ecen ly in Po ugal,
wo k along his line. Simila de elopmen s can be obse ed in he USA.
The e is e idence ha he a emp s o p o essionalise eache educa ion ha e b ough abou
•a la ge numbe o imp o emen s and posi i e e ec s bo h on eache educa ion and
eaching a school le el in mos Membe S a es o he Eu opean Union (33).
•A he same ime hese a emp s did no lead o subs an ial e o ms o s uc u es and
cu icula o ini ial eache educa ion in a majo i y o he Membe S a es, and
• he nucleus o adi ional models o ini ial eache educa ion has no been subjec ed o
mo e undamen al changes.
The inco po a ion o ini ial eache educa ion in o he highe educa ion sec o as one
componen o he p ocess o p o essionalisa ion may be seen as a necessa y condi ion o
pedagogical p o essionalism. In no way can i be seen as a su icien condi ion o success ul
eache educa ion and eaching (34).
20 G een Pape on Teache Educa ion in Eu ope
PART II - Rema ks on he Cu en S a e o Teache Educa ion in he Eu opean Union
16. Minimum-Compe ency Models o Teache Educa ion –
he Renaissance o Old Models?
In sha p con as bo h o
• adi ional models o eache educa ion (“no mal school” and “academic”) and o
• he app oach o a p o essionalised eache educa ion ou lined abo e
a emp s ha e been made mainly in English speaking cul u al con ex s o ( e-)in oduce
di e en o ms o eache p epa a ion based on a minimum-compe ency concep (35).
A emp s o ( e-)in oduce “school-based eache aining” in England and Wales and so-
called “al e na i e ou es in o eaching” o “s anda ds-based eache aining” a S a e
le el in he USA a e examples o his (36).
The no ion o minimum-compe ency can be unde s ood in wo qui e opposi e ways:
•as an absolu e minimum o compe encies necessa y o ul il basic asks o eaching o
be acqui ed in eache educa ion, o
•as a ce ain s anda d o compe ence ha has o be gua an eed by eache educa ion in
e e y case.
Al hough g ea ly he e ogeneous in na u e minimum-compe ency models o eache educa ion
o en ha e he ollowing cha ac e is ics:
•a sho du a ion o p o essional s udies,
•a ocus on (sho ) pe iods o p ac ical aining in schools (“app en iceship”),
•a dis ega d o o low p io i y o educa ional heo y and educa ional esea ch, as well as
o
•scien i ic knowledge o academic disciplines.
Fu he mo e
• eache s a e concei ed as “doe s” and a e supposed o execu e ce ain ex e nally p e-
de ined asks (e.g. eaching basics in a p esc ibed o ma ).
I is pe cei ed as a he p oblema ic by mos expe s in he ield o eache educa ion, ha
he e is some e idence ha he minimum-compe ency models migh lead o a
dep o essionalisa ion o eaching and eache educa ion. High quali y educa ion and aining
migh no be achie ed by eache s ained his way. Addi ionally, minimum-compe ency
models o eache aining seem o ha e limi ed po en ial o he de elopmen o
•p o essional p oblem-sol ing capaci y,
•c i ical hinking and
•p o-ac i i y
necessa y o mee apidly changing asks o he eaching p o ession. This needs o be
in es iga ed u he . Howe e , minimum-compe ency models o eache aining ha e o be
ega ded as a challenge o bo h adi ional and p o essionalised o ms o eache educa ion.
21
G een Pape on Teache Educa ion in Eu ope
PART II - Rema ks on he Cu en S a e o Teache Educa ion in he Eu opean Union
17. E alua ion – a New Lei mo i ?
The e alua ion o ins i u ions, p og ammes and cou ses as a mechanism and s a egy o
e o m, de elopmen and con ol o educa ion and aining in gene al and o eache educa ion
in pa icula may be seen as ano he and e y pe sis en s a egy.
The in oduc ion o e alua ion measu es was one esponse o demands on e.g. accoun abili y
and e iciency, which g ew du ing he se en ies and eigh ies. The de elopmen and
in oduc ion o sys ema ic ex e nal and in e nal e alua ion o uni e si ies, p og ammes,
cou ses, s a o s uden s a a na ional and local le els we e called o .
E alua ion s a egies should enable na ional and local ac o s o
•jus i y he alloca ion and use o economic and o he esou ces,
•p o ide da a conce ning s anda ds and ou comes a ained,
•ensu e accoun abili y, and
•encou age s a and p og amme de elopmen (37).
I is impo an o no e ha in he ea ly nine ies and onwa ds he emphasis on e alua ion
wi hin he educa ion sec o became coupled o concep s o iginally de eloped wi hin he
indus ial sec o like “quali y”, “quali y assu ance”, o “ o al quali y managemen ” mainly
as pa o neo-libe al policies.
The need and impo ance o de elop and in oduce models and echniques o e alua ion is
e iden . This need is u he accen ua ed e.g. in connec ion wi h ecen a emp s o acc edi
eache educa ion p og ammes and by demands o in oduce new models o eache
ce i ica ion. This also emphasises he necessi y o y o iden i y he speci ic cha ac e is ics
o eache educa ion and eache wo k in he de elopmen and e inemen o e alua ion
s a egies and me hods (38).
18. Common Cu icula Componen s in Teache Educa ion P og ammes
The di e en sys ems and models o eache educa ion in he Membe S a es o he Eu opean
Union wi h hei goals, con en s, lea ning cul u es, assessmen p ocedu es and s uc u es o
o ganisa ion migh be seen as mo e o less igh ened conglome a es consis ing o componen s
o e y di e en o igins.
Howe e , some cu icula componen s seem common o mos o he models o ini ial eache
educa ion:
•s udies in educa ion and/o in educa ional sciences (e.g. Didak ik, educa ional his o y
and philosophy, educa ional psychology, educa ional sociology e alua ion),
28 G een Pape on Teache Educa ion in Eu ope
Pa III - The Challenge o Change – Teache Educa ion in Rapidly Changing Con ex s
20. Rela ionships be ween Changes in Socie y,
he Educa ion Sec o and Teache Educa ion
Va ious g oups in he socie y ha hold di e en in e es s and powe seem o be in e connec ed
in a numbe o complex sys emic ela ions o he educa ion and aining sec o , and o
eache educa ion (46).
Changes in socie y may in luence he educa ion sec o
•because he educa ion sec o may p o ide (al eady o h ough changes) answe s and
solu ions (pa ially o e en ully) o new challenges and p oblems,
•by p oducing changed ela ions be ween he educa ion sec o and o he sec o s o socie y,
•by ques ioning he monopoly o he educa ion sec o ,
•by shaping new di isions o labou in educa ional ma e s (e.g. be ween home and school,
be ween educa ion ins i u ions and in o mal lea ning en i onmen s), and/o
•by placing new demands on he educa ion sec o .
In hei u n hese changes a e p esumed o in luence eache educa ion. They become isible
as changes in one o mo e o he ollowing a eas:
• he aims and goals o eache educa ion (e.g. o ien a ion on key quali ica ions ins ead,
on knowledge p oduc s, lea ning o deal wi h complexi y and unce ain ies in uns able
con ex s);
• he con en s o cu icula (e.g. knowledge managemen ins ead o lea ning scien i ic
s uc u es o academic disciplines),
• he cul u es and me hodologies o eaching and lea ning (e.g. ocus on p oblem-, p ojec -
and esea ch-o ien ed lea ning),
• he alloca ion o esou ces o a ious componen s o eache educa ion p og ammes,
• he di ision o asks be ween he di e en componen s o eache educa ion (ini ial eache
educa ion, induc ion, in-se ice educa ion and u he educa ion),
• he s uc u e o o ganisa ion o eache educa ion and
•i s ins i u ional loca ion.
21. Th ee “Fac o s o Uphea al ”
“Among he many complex changes aking place in Eu opean socie y, h ee majo ends,
h ee “ ac o s o uphea al”, a e mani es . These a e
•
he in e na ionalisa ion o ade (impac o in e na ionalisa ion),
•
he dawning o he in o ma ion socie y (impac o he in o ma ion socie y), and
•
he elen less ma ch o science and echnology (impac o he scien i ic and echnical
wo ld)” (Eu opean Commission 1995, pp. 5-6).

29
G een Pape on Teache Educa ion in Eu ope
Pa III - The Challenge o Change – Teache Educa ion in Rapidly Changing Con ex s
As solu ions ha “educa ion and aining migh p o ide in elimina ing he pe nicious e ec s
(o ) hese h ee sou ces o uphea al” he Whi e Pape “Teaching and Lea ning: Towa ds he
Lea ning Socie y” o he Eu opean Commission sugges s
•“a ein oduc ion o he me i s o a b oad base o knowledge”, and
•“building up employabili y”.
While he h ee ends men ioned by he Eu opean Commission ci cumsc ibe some majo
changes a a le el o symp oms, mo e comp ehensi e desc ip ions and analyses o changes
(e.g. shi o alues) and p o ound sociological analyses a e equi ed o gain a deepe
unde s anding o hese changes, hei condi ions and implica ions.
The ocus o he Eu opean Commission on economic, social and subsequen ly on educa ion
aspec s seems o be o highes ele ance. A he same ime i is deba able, whe he he a he
na owly concei ed ocus adop ing adi ional pa adigms and measu es should be enla ged
and ake in o accoun al e na i e pa adigms o “p oblem-solu ions” ha a e pe cei ed o
be necessa y (47).
22. Some Majo Changes and Challenges
Educa ion and aining in he nex cen u y mus con ibu e o equip ci izens, o ganisa ions
and s uc u es o he communi y wi h knowledge and skills o deal p o-ac i ely and e ec i ely
wi h he many challenges o change wi h which Eu opean socie ies a e con on ed.
Wi hou going in o de ail a a le el o symp oms a la ge numbe o bo h di e se and
in e ela ed changes o he con ex o educa ion may be obse ed ha a e challenges o
educa ion and aining. Some majo changes may be desc ibed a a geo, social, poli ical,
echnological and ma e ial le el.
Despi e he numbe and di e si y o changes, h ee common ea u es should be analysed:
• he apid speed o changes,
• hei impac on mos sphe es o human li e, and
•an e e inc easing complexi y o social, cul u al and economic issues wi h which Eu opean
ci izens a e con on ed.
A a geo, social and poli ical le el he ollowing main issues o change should be desc ibed:
• he phenomenon o in e na ionalisa ion and globaliza ion o all aspec s o li e,
• he p ocess o Eu opean in eg a ion closely ela ed o an inc easing mobili y o he
ci izens o he Eu opean Union,
•inc easing immig a ion in o he Eu opean Union. Bo h he mobili y wi hin he Eu opean
30 G een Pape on Teache Educa ion in Eu ope
Pa III - The Challenge o Change – Teache Educa ion in Rapidly Changing Con ex s
Union and he immig a ion in o i ha e close ela ionship o he issue o mul icul u alism
and acism,
•changes o alues (e.g. a shi om solida i y o au onomy and indi idualism) and a
deg ee o collapse o old social mo es,
•changed s uc u es o amily and pa ne ship,
•longe li e expec ancy and an ageing popula ion,
•changed s uc u es o labou and employmen (48) and
•social un es and disen anchisemen .
A a echnological le el e.g. he ollowing phenomena a e obse able:
•an e e inc easing explosion o in o ma ion and knowledge coupled wi h an inc easing
complexi y bo h o social and echnological issues,
• he impac o new in o ma ion and communica ion echnologies on all aspec s o li e,
• he apidly inc easing impac o new echnologies (e.g. bio echnology),
•an e e inc easing complexi y o wo k-place skills, and
•demands o indus y o lexibili y in wo k- o ce.
A a ma e ial le el he issues o
•highe s anda ds o li ing on he one hand and o
•a new po e y (c . social exclusion) on he o he ,
•p essu es on wo ld commodi ies and
•an inc ease in leisu e ime
ha e o be aken in o accoun as changes as well as challenges. Di e ences be ween and
wi hin coun ies in hese espec s ha e o be aken in o accoun .
Some o hese changes ha a ec he ole and asks o educa ion and aining, schools,
eache s and eache educa ion ha e been placed high up on he educa ion policy agenda.
These include
•in eg a ing in o ma ion and communica ion echnologies in o eaching, s udying and
lea ning p ocesses,
•gende issues,
• o eign and/o Communi y language lea ning,
•inc easing he “employabili y” especially o you h,
•comba ing ailu e a school, and
•es ablishing new pa ne ships be ween he educa ion sec o and he sec o s o labou
and economy.
O he impo an changes and challenges (e.g. Eu opean in eg a ion, ci izenship educa ion,
alues educa ion, mul icul u alism) wi h hei implica ions o he ( e-)de ini ion o he
aims o educa ion and schooling and o he eaching p o ession and eache educa ion ha e
only ecei ed limi ed a en ion in educa ion policy.
31
G een Pape on Teache Educa ion in Eu ope
Pa III - The Challenge o Change – Teache Educa ion in Rapidly Changing Con ex s
23. Changing Pe cep ions o he Role o he S a e
in he Educa ion Sec o
Since he ea ly nine ies pe cep ions as o which ole and asks he na ion s a e, go e nmen
and adminis a ion ough o ul il ha e changed in mos Membe S a es o he Eu opean
Union. The in oduc ion in o he poli ical discou se o such concep s as globaliza ion and/
o inescapable ma ke o ces and p inciples such as subsidia i y he S a e has educed i s
esponsibili y in a la ge numbe o ields o policy such as economic a ai s, heal h ca e,
social secu i y, a ic, en i onmen al p o ec ion and educa ion and aining (49) in many o
he Membe S a es.
The ision o a social wel a e s a e p o iding equal educa ion oppo uni ies o all has
come unde hea y a ack by neo-conse a i e and neo-libe al policies on he one hand and
by pos -mode nis ideologies on he o he . In mos Membe S a es o he Eu opean Union i
was pe cei ed o be ad an ageous o educe he esponsibili y o he democ a ically legi ima e
S a e in he a eas o educa ion and aining and ei he o complemen i wi h, o o eplace i
by new s uc u es and mechanisms such as New Public Managemen (50).
De olu ion, de egula ion, au onomy choice as well as p i a isa ion and p i a e ini ia i es
ha e become new o mulae equen ly used in poli ical discou ses on educa ion and aining.
Bu , in he di e en Membe S a es o he Eu opean Union and o di e en g oups o
socie y hese concep s ha e di e en meanings:
•De egula ion o au onomy may be seen as a nex and necessa y s ep in he de elopmen
o democ a ic socie ies in which an inc easing numbe o ci izens will ha e o ake
inc easing esponsibili y.
•Neo-conse a i e and neo-libe al ideologies o a “New Righ ” see hese o mulae as
p og ammes whe e con ol is eloca ed o he p i a e o ma ke sphe e.
Al hough highly he e ogeneous in na u e hese changed pe cep ions on he ole o he S a e
ha e implica ions o educa ion and aining in gene al and o eache educa ion in pa icula .
Implica ions ela e o s uc u al and cu icula p oblems as well as o o ganisa ional,
adminis a i e, manage ial and inancial issues.
As ega ds school educa ion
•an inc easing demand on pa en s o become ac i e pa ne s in educa ion and aining
ma e s may be seen as a symp om.
•Simila conside a ions apply o he mo e owa ds mo e au onomy o schools in cu icula
and o ganisa ional a ai s.
•In addi ion, he a emp ed p o essionalisa ion o eaching and he eache wo k may be
in e p e ed as a need o mo e p o essional au onomy.
As ega ds eache educa ion mos Membe S a es o he Eu opean Union ha e adop ed he
ollowing policies:
32 G een Pape on Teache Educa ion in Eu ope
Pa III - The Challenge o Change – Teache Educa ion in Rapidly Changing Con ex s
•A policy o de olu ion and de egula ion. Mechanisms o go e nance ha e changed
om so-called “ ule-di ec ed models” making use o some imes a he na owly concei ed
guidelines (e.g. na ional cu icula) o so-called “goal and ou come-di ec ed models”.
•Responsibili ies and asks o he s a e ha e been educed o issues o s a egic planning
and s a egic managemen .
•Mo e au onomy has been gi en o ins i u ions o eache educa ion as ega ds
esponsibili ies bo h o cu icula and he adminis a ion o ma e ial and human esou ces.
•A he same ime many Membe S a es ha e begun o es ablish p o essional agencies
o he acc edi a ion o eache educa ion p og ammes and he ce i ica ion o eache s
(e.g. Po ugal) aiming a high quali y eache educa ion p og ammes and a p o essional
moni o ing o he quali y o p og ammes o eache educa ion.
In con as o hese ends men ioned a small numbe o Membe S a es o he Eu opean
Union has inc eased he esponsibili ies o eache educa ion p og ammes a a cen al s a e
le el (51).
Howe e , a ce ain end owa ds con e gence may be obse ed. Go e nmen s and Minis ies
o Educa ion seem o ake mo e esponsibili ies o he s a egic planning o eache educa ion
and less o cu icula issues, adminis a ion and managemen , while esponsibili ies o he
la e inc ease a an ins i u ional le el (52).
While he ends men ioned seem o ha e a s ong in luence on eache educa ion and i s
o ganisa ion, hey also imply ha eache educa ion cu icula ha e o p o ide lea ning
si ua ions in which eache s may acqui e hose quali ica ions necessa y o ac compe en ly
in he new con ex o inc eased au onomy a school and class oom le el. Teache educa ion
has o p epa e eache s o deal compe en ly wi h he inc easing ela i e au onomy o schools
bo h ega ding cu icula issues (e.g. de elopmen o school ac ion plans and cu icula speci ic
o pa icula schools) and manage ial issues.
An o ien a ion o eache educa ion owa ds a “new p o essionalism” migh become a
necessa y condi ion o ealise school au onomy.
24. Inc easing Economic Ra ionali y
Economic a ionali y and economic hinking ha e gained an inc easing in luence in socie y
e en in he ield o educa ion and eache educa ion (53). Especially since he ea ly nine ies
hese issues seem o domina e educa ion policies in gene al and on eache educa ion in
pa icula in a numbe o Membe S a es.
Aimed a a educing o public expendi u e o ( eache ) educa ion new o ms o inancing
33
G een Pape on Teache Educa ion in Eu ope
Pa III - The Challenge o Change – Teache Educa ion in Rapidly Changing Con ex s
( eache ) educa ion ha e been in oduced in some Membe S a es o he Eu opean Union
based on
•somewha na owly concei ed c i e ia (c . p oblems in ega d o pe o mance indica o s)
and on
•ou comes p oduced.
While public expendi u e o eache educa ion has been educed in mos Membe S a es,
ins i u ions o eache educa ion ha e inc easingly been made accoun able o an op imal
economic use o bo h ma e ial and human esou ces. As a esul e.g. changes in he s uden -
s a a io had o be made in a numbe o eache educa ion ins i u ions and/o he eaching
load o s a had o be inc eased. I should u he be no ed ha eache educa ion – ini ial
eache educa ion as well as in-se ice eache educa ion – has become subjec o ma ke
o ces and an inc eased compe i ion be ween di e en p o ide s o eache educa ion may
also be de ec ed. This applies pa icula ly o p o ide s o in-se ice educa ion. A he same
ime educa ion and aining a e seen as commodi ies by an inc easing numbe o pa en s
and s uden s. A “ alue o money” a i ude is winning g ound (54). This changing a i ude
may ha e a numbe o epe cussions on educa ion as well as on eache educa ion.
25. S uc u al Changes in he Highe Educa ion Sec o
In mos Membe S a es o he Eu opean Union eache educa ion has become an in eg al
pa o he sec o o highe educa ion (55). Thus, eache educa ion sha es bo h he gene al
changes o he con ex o he highe educa ion sec o and he challenges wi h which he
sec o is con on ed.
“Seconda y educa ion o all” was a ca chwo d o he six ies and “li e-long lea ning o
all” o “highe educa ion o all” ha e become o mulae o he poli ical discou se in he
nine ies.
Fi e componen s a e included in his he o ic:
1. F om an economic pe spec i es i is a gued ha highly de eloped pos -indus ial
in o ma ion socie ies depend on he op imal de elopmen o all hei human esou ces
(c . human capi al heo ies). This would call o he de elopmen o quali ica ions a
he highes le el possible, and highe educa ion and aining o a la ge numbe o pe sons.
2. The speed o echnological changes and social de elopmen s would imply, ha he highe
educa ion sec o has o assume mo e esponsibili y o he con inuous educa ion and
aining o a la ge numbe o pe sons. In addi ion, ins i u ions o highe educa ion and
aining had o be de eloped in o comp ehensi e knowledge cen es esponsible o
• he p oduc ion o scien i ic knowledge,
• he de elopmen o p oblem-solu ions in close pa ne ship wi h en e p ises (c . issues

34 G een Pape on Teache Educa ion in Eu ope
Pa III - The Challenge o Change – Teache Educa ion in Rapidly Changing Con ex s
o knowledge ans e and knowledge ans o ma ion),
• he ini ial educa ion and aining o an inc easingly he e ogeneous popula ion o
lea ne s (s uden s) and
• he con inuous educa ion and aining o di e en g oups o pe sons.
3. A he same ime an e e inc easing numbe o pe sons ha e de eloped a p essing need
o he highes possible quali y o educa ion and aining (56).
4. New in o ma ion and communica ion echnologies and hei adop ion o educa ion and
aining p ocesses ha e opened up access o highe educa ion and aining (c . open and
dis ance lea ning, ele-lea ning, i ual uni e si ies and a emp s o es ablish a i ual
eache college).
5. Wo king pa allel o p o ide s o o mal highe educa ion he p esence o p o ide s o
non- o mal highe educa ion and aining may be pe cei ed as an addi ional challenge
(57).
All hese ac o s ou lined ha e led o an expansion o he highe educa ion sec o in all
Membe S a es o he Eu opean Union and mass highe educa ion has become a eali y.
Closely ela ed o he expansion o he highe educa ion a p ocess o di e si ica ion has
aken place. New ypes o ins i u ions ha e been es ablished in he sec o o highe educa ion
(58).
In a numbe o Membe S a es changes o he s uc u es o highe educa ion p og ammes,
o he mechanisms o app o al o p og ammes and o he s uc u es o ce i ica ion ha e
been made. An Eu opean-wide end owa ds con e gence o he ollowing s uc u es o
p og ammes and ce i ica ion may be obse ed (c . he Join decla a ion o he Eu opean
Minis e s o Educa ion con ened in Bologna on he 19 h o June 1999 - “The Eu opean
Highe Educa ion A ea”):
•unde g adua e s udies,
•pos g adua e s udies,
•doc o al s udies and in addi ion,
•ins i u ions o highe educa ion and aining a e supposed o p o ide p og ammes o
sho du a ion leading o ce ain diploma.
These de elopmen s ha e challenged adi ional concep ions o highe educa ion and
especially o uni e si y educa ion in a numbe o Membe S a es o he Eu opean Union. A
numbe o uni e si ies ha e ailed o be su icien ly p o-ac i e in dealing wi h changing
con ex s and his has accen ua ed he cu en p oblems (59).
All hese ac o s and gene al ends wi hin he highe educa ion sec o will a ec eache
educa ion as an in eg al componen o he highe educa ion sec o :
•Changes in he ins i u ional loca ion o ini ial eache educa ion (c . he discussions in
some Membe S a es o he Eu opean Union whe he ini ial eache educa ion o eache s
a p ima y school le el should be ( e-)loca ed o ins i u ions o highe oca ional educa ion
35
G een Pape on Teache Educa ion in Eu ope
Pa III - The Challenge o Change – Teache Educa ion in Rapidly Changing Con ex s
o emain a uni e si ies, and p oblems wi h es ablishing and unning i ual eache
educa ion colleges).
•Changes conce ning he s uc u es o p og ammes and
•ce i ica ion o eache educa ion s udies (c . ends owa ds a modula isa ion o ini ial
eache educa ion).
•P oblems in ega d o he loca ion o in-se ice educa ion, con inuous p o essional
educa ion and u he educa ion o eache s as well as educa ional esea ch.
•P oblems wi h he o ganisa ion o hese, and/o
•p oblems wi h an inc easingly he e ogeneous eache educa ion s uden popula ion.
•Changed and changing asks o he highe educa ion sec o call o quali ied eaching
s a . Su ely, an essen ial elemen o high quali y highe educa ion and aining is a well-
educa ed and p o essional s a in he highe educa ion sec o . This migh well be a new
and impo an ask o eache educa ion.
26. “S a e o he A ” o “S a e o P ac ice”?
“S a e o he a -knowledge” can be de ined as he knowledge ga he ed om he huge
amoun o esea ch and he scien i ically alida ed p ac ices o imp o ing eaching and
lea ning and eache educa ion submi ed bo h by esea ch on eaching and esea ch on
eache educa ion in ecen yea s (60). A he same ime he “s a e o p ac ice” o eache
educa ion may be iden i ied by a numbe o pe sis ing p oblems (e.g. cu icula, ela ionships
wi h schools).
Al hough new insigh s om esea ch on eaching o esea ch on eache educa ion do no
occupy he mos p ominen ole in he social a ena o eache educa ion ( e o m), hese
insigh s ha e o be ega ded as ano he componen o a apidly changing con ex o eache
educa ion, and as a challenge o exis ing p og ammes and p ac ices o eache educa ion.
Some main insigh s p oduced by esea ch on eaching and esea ch on eache educa ion
a e:
•Expe iences om a numbe o conc e e e o m and de elopmen p ojec s (61) o c oss-
Eu opean cu iculum de elopmen p ojec s some o which ha e been suppo ed by he
ac ion scheme ERASMUS o he Eu opean Commission.
•Inc eased knowledge on he e ec s and e iciency o di e en models and me hodologies
o eache educa ion.
•Insigh s in o he condi ions and e ec s o models o e lec i e eache educa ion, ac ion
esea ch as well as om he “ eache as esea che ” mo emen .
•Imp o ed knowledge abou he p o essional de elopmen o eache s.
•P og ess in de eloping a esea ch-based knowledge base o eaching and
36 G een Pape on Teache Educa ion in Eu ope
Pa III - The Challenge o Change – Teache Educa ion in Rapidly Changing Con ex s
•insigh s in o he phenomenon o eache esponsibili y, i s condi ions and de elopmen .
Resea ch on eaching and eache educa ion indica es ha in schools as well as in eache
educa ion “powe ul lea ning en i onmen s” should be a emp ed. Powe ul lea ning
en i onmen s may be de ined as
•si ua ions ha elici in s uden s ac i e and cons uc i e p ocesses o knowledge and skill
acquisi ion, and
• ha o e ample oppo uni ies o in e ac ion, communica ion and coope a ion.
Powe ul lea ning en i onmen s in addi ion aim a
•s imula ing s uden s o se hei own goals, and
•guide hem o assume esponsibili y o hei own lea ning ac i i ies and p ocesses.
In o he wo ds, in powe ul lea ning en i onmen s s uden s and s uden eache s p og essi ely
become agen s o hei own lea ning ac i i ies and p ocesses.
The obse a ion ha he “s a e o he a -knowledge” o be ound in dynamic eache
educa ion cou ses, is only used o a limi ed ex en by he di e en ac o s (e.g. educa ion
poli icians, eache educa o s) in he di e en sphe es o eache educa ion calls o ca e ul
analysis. Fu he mo e he lack o a cohe en esea ch componen in many cu icula o ini ial
eache educa ion p og amme co ela es wi h a subop imal use o “s a e o he a -
knowledge”. A he same ime many eache educa ion p og ammes based on a “no mal
school adi ion”, an “academic adi ion” o on minimum-compe ency models ha e, as ye ,
only eluc an ly de eloped a clea commi men o educa ional esea ch and o adop he
“bes p ac ice” possible based on he ”s a e o he a -knowledge”.
27. Challenges o he Teaching P o ession
The di e en social posi ion o he eaching p o ession in he Membe S a es o he Eu opean
Union as well as he changing condi ions o he labou ma ke o eache s exe a s ong
in luence on eache educa ion.
La ge di e ences exis in ega d o he s a us o eache s. I income is used as an indica o
eache s usually ank lowes among he academic p o essions. F equen ly seconda y school
le el eache s ecei e highe sala ies han p ima y school eache s (62).
In many Membe S a es eache s ha e he s a us o ci il se an s o o a public employee.
The endency seems o be o change he ci il se an s a us in o a public o p i a e employee
s a us. The s a us o eache s o cou se a ec he de elopmen s owa ds p o essionalisa ion
o he eache o ce.
Teaching is ega ded as a li elong ca ee and a ull- ime employmen in mos Membe
37
G een Pape on Teache Educa ion in Eu ope
Pa III - The Challenge o Change – Teache Educa ion in Rapidly Changing Con ex s
S a es o he Eu opean Union. Mo es o change his a e obse able e.g. when eaching as
pa - ime and/o li e-phase speci ic employmen become a eali y.
Un il ecen ly di e en ia ions wi hin he eaching p o ession ha e la gely been cen ed
a ound
• he eaching ce i ica es ob ained in ini ial eache educa ion o di e en ypes o le els
o school,
•di e en subjec s augh a school and i subjec s a e augh by subjec eache s o class
eache s,
• eaching, adminis a ion and/o managemen , and
•senio i y.
A limi ed numbe o o he o ms o di e en ia ion may also be obse ed. The o ms o
di e en ia ion men ioned a ise om adi ion and demons a e he a he la ca ee s uc u es
wi hin he eaching p o ession. O e he yea s his ha e been ega ded as p oblema ic in
ce ain social con ex s.
Conside ing he di e si ica ion o compe encies eques ed complemen a y and al e na i e
o ms o di e en ia ion o he eaching p o ession migh become necessa y, in which c i e ia
such as
•di e en asks (e.g. eaching, cu iculum de elopmen , managemen , coope a ing eache
in ini ial eache educa ion, men o in induc ion, “school inno a o ”, open and dis ance
lea ning u o , “li elong lea ning suppo e ”),
• esponsibili ies (e.g. eache – head o depa men – school manage ) and/o
•subjec a eas ollowing a hema ic app oach (e.g. gende s udies – en i onmen al s udies
– peace educa ion – in o ma ion and communica ion echnology)
will ha e o be aken in o accoun .
Teaching and o some ex en eache educa ion has become inc easingly eminised in mos
Membe S a es o he Eu opean Union. De elopmen s ega ding gende ha e been achie ed
in iden i ying, on he one hand, sha ed assump ions and unde s andings abou he goals
and oles o eache educa ion, and on he o he , inc easing complexi y esul ing om changes
in global and na ional ma e ial condi ions, cul u al expec a ions, and g oup and indi idual
iden i y. I an inclusi e gende pe spec i e o eache educa ion is indeed easible, eache
educa o s will need o p io i ise he ollowing:
•The necessi y o claim an ideological space in which hey can moun a challenge o male
hegemonic heo ies and p ac ices.
•An unde s anding o he speci ici y o gende and eminis discou ses in di e en
coun ies, and in pa icula , he in e ac ion be ween local gende conce ns and p io i ies
and wide eminis mo emen s and ideas.
•An app ecia ion o a ia ions in expe ience o gende depending on his o y and cul u e
o he coun y o egion in ol ed, ela ionship o poli ical sys ems o poli ical mo emen s,
and he ma e ial condi ions o indi iduals and g oups.
44 G een Pape on Teache Educa ion in Eu ope
ask o eaching and he eaching p o ession. Implica ions o his
p oposi ion o he knowledge base o he eaching p o ession as well
as in ega d o he cu icula o eache educa ion and hei e o m will
be discussed in chap e 30.
•Chap e 31 deals wi h he po en ial o Fachdidak ik o subjec -ma e
didac ics o de elop pedagogical p o essionalism.
•In chap e 32 he de elopmen o p o essional p oblem-sol ing
capaci y will be elabo a ed.
•Resea ch and de elopmen a e indispensable componen s o eache
educa ion and will be discussed in chap e 33.
•Chap e 34 deals wi h he p ac ice componen o eache educa ion
p og ammes and issues ela ed o a close co-ope a ion be ween ini ial
eache educa ion ins i u ions and schools as a necessa y condi ion o
e ec i e eache educa ion.
•P oblems o he induc ion o beginning eache s in o p o essional
cul u es o schools a e discussed in chap e 35.
•In chap e 36 issues o in-se ice educa ion and he con inuous
p o essional de elopmen o eache s a e aken up.
•Chap e 37 is de o ed o issues o he u he educa ion o eache s;
•Ques ions o s a de elopmen in eache educa ion is he subjec o
chap e 38.
•Issues o acc edi a ion o eache educa ion p og ammes and he
ce i ica ion o eache s a e he ocus o chap e 39.

45
G een Pape on Teache Educa ion in Eu ope
Pa IV - Scena ios o Teache Educa ion Re o m
29. Cohe en Goals o he Educa ion o Teache s
Teache educa ion in gene al and ini ial eache educa ion p og ammes in pa icula may be
desc ibed by some as ha ing
unclea , un ealis ically ambi ious, incohe en and some imes
e en con lic ing goals.
I seems o be necessa y o ( e-)de ine he goals and asks o he en i e sys em o eache
educa ion. The goals and asks o eache educa ion, and he sys emic ela ionships o i s
componen s as well as hei con ibu ions o he p o essional de elopmen o eache s need
o be cla i ied. Wi hou de aluing he high ele ance o comp ehensi e ini ial eache
educa ion i seems o be necessa y o cla i y which compe encies and a i udes p ospec i e
eache s may be able o de elop du ing ini ial eache educa ion.
Bo h in p o essionalised and adi ional models o eache educa ion i seems o be a widely
accep ed goal ha eache educa ion has o suppo (p ospec i e) eache s so ha hey can
de elop hose abili ies and a i udes ha seem o be necessa y o mee he p o essional
asks o he eaching p o ession compe en ly, e lec i ely, and by conside ing ecen scien i ic
knowledge.
Realising his goal calls o
•analyses o he p o essional oles eache s a e expec ed o ul il depending on no ma i e
decisions wi hin pa icula cul u al and social con ex s (66),
•analyses o p o essional asks o eache s such as eaching, educa ing, counselling,
e alua ing, adminis a ing and inno a ing (67),
•analyses o quali ica ions necessa y o ul il p o essional oles and asks,
•explici models o how hese quali ica ions may be acqui ed, and
• he o ien a ion o p og ammes o eache educa ion on asks and quali ica ions analysed.
I is deba able in wha ways adi ional models o eache educa ion may be able o mee
hese equi emen s:
•The po en ial o minimum-compe ency models o ini ial eache educa ion seems o be
limi ed. Mos minimum-compe ency models ocus on a he na owly concei ed
concep ions o he oles and asks eache s a e expec ed o ul il. Analyses o quali ica ions
necessa y o ul il p o essional oles and asks as well as he model adop ed o he
acquisi ion o p o essional compe ence based on minimum-compe ency s a egies gi e
he imp ession o supe iciali y (68).
•T adi ional models o eache educa ion seem o be in g ea need o subs an ial changes.
The en ichmen o adi ional models o eache educa ion bo h o p ima y and seconda y
school eache s o include some p o essional componen s has b ough abou a numbe
o imp o emen s bu a he same ime i may ha e con ibu ed o unclea and con lic ing
goals o eache educa ion. The po en ial o an en ichmen s a egy seems o be es ic ed.
•Models o ini ial eache educa ion cen ed on p o essionalisa ion seem o ha e a high
po en ial o mee he equi emen s ou lined and o imp o e eache educa ion. E idence
46 G een Pape on Teache Educa ion in Eu ope
Pa IV - Scena ios o Teache Educa ion Re o m
in suppo o his p oposi ion may be ound in eache educa ion models o mos No dic
coun ies and in a numbe o conc e e eache educa ion-imp o emen p ojec s in di e en
Membe S a es o he Eu opean Union.
30. P o iding Powe ul Lea ning En i onmen s –
he Cen al Task o Teache s and Teache Educa ion?
P oblems ela ed o he cu en s a e o he knowledge base o eache educa ion and he
eaching p o ession seem o be nume ous. While esea ch on eaching and eache educa ion
ha e some imes led o subs an ial p og ess, p oblems in ega d o p og ammes and cu icula
o eache educa ion seem o ha e become e en mo e ob ious. A well de eloped knowledge
base o eache educa ion and he eaching p o ession seems o be a missing bu indispensable
link, in making subs an ial imp o emen s o eache educa ion and he p o essional se ice
o be p o ided by he eaching p o ession.
Teaching, s udying and lea ning may be pe cei ed as he cen al con en a eas o he
knowledge base o / o he eaching p o ession. These ac i i ies and/o p ocesses always
• ake place in pa icula con ex s (en i onmen s),
•ha e o be in e p e ed p ima ily as in en ional ac ions o he ac o s in ol ed
•a e di ec ed owa ds aims and objec i es,
•ha e subs ance (con en ), and
•may be suppo ed by di e en media (e.g. eaching and lea ning aids).
The ocus is on he s udying and lea ning p ocesses o s uden s and on he design o lea ning
si ua ions (c . he concep o “powe ul lea ning en i onmen s”) in which s uden s can ind
ample oppo uni y o de elop s uc u es o meaning, knowledge and ac ion. Suppo ing he
de elopmen and cons uc ion o meaning, knowledge and ac ion on he one side and he
ansmission o academic knowledge on he o he may be seen as a he di e en en i ies.
Which science(-s) and con en s ha migh o m he scien i ic knowledge base(-s) s ill emains
an un esol ed p oblem in ega d o he eaching p o ession and eache educa ion. Conce ning
eache educa ion o he seconda y le el o he school sys ems in mos o he Membe
S a es o he Eu opean Union, p ospec i e eache s mos equen ly ecei e
• hei educa ion in one o wo academic disciplines.
•Educa ion and p epa a ion o he main asks o he eaching p o ession (e.g. p o iding
powe ul lea ning en i onmen s) a e o en pe cei ed o be o mino impo ance (69).
•Addi ionally, in mos Membe S a es p ospec i e eache s do no g adua e in educa ion
o educa ional sciences bu in o he academic subjec s, which may ha e an impac on he
de elopmen o hei p o essional iden i ies o eache s.
47
G een Pape on Teache Educa ion in Eu ope
Pa IV - Scena ios o Teache Educa ion Re o m
In common wi h many cu icula in schools, eache educa ion and i s p og ammes a e spli
up in o di e en and, in many cases, un ela ed academic disciplines:
•In mos cases hese academic disciplines ocus on he de elopmen o scien i ic
knowledge, explana o y models and heo ies.
•They do no conside he eaching, s udying and lea ning o pa icula opics.
•Nei he do hey deal wi h he ans o ma ion o scien i ic knowledge s uc u ed in a
p oposi ional and sys ema ic o ma in o human knowledge s uc u es ollowing di e en
pa e ns o o ganisa ion (e.g. holis ically, episodic, cases, schema a). Mos academic
disciplines ha e de ined he p oduc ion o explana o y knowledge as hei mos impo an
aim and do no deal cohe en ly wi h he ans o ma ion o explana o y knowledge
p oduced o lea ne s.
•Addi ionally, a numbe o academic disciplines seems o de alua e he ele ance o
scien i ically alida ed p ac ices. This ac can aise p oblems when i comes o eaching,
s udying and lea ning phenomena analysed by hese academic disciplines.
•The complex ela ions exis ing be eween school subjec s and academic disciplines a e
in mos ins ances no analysed. The p oblem o ans o ming and ela ing he knowledge
s uc u e o he academic disciplines o he s uc u e o he school subjec is acco dingly
in mos cases a neglec ed a ea.
The p oblems highligh ed ha e become inc easingly ob ious and a numbe o measu es o
ackle hem ha e been aken in some Membe S a es. Mo e in eg a ed cu icula o eache
educa ion ha e been de eloped ocusing on a hema ic app oach. Thema ic s udies e.g. in
mul icul u al educa ion and in Eu opean s udies dealing in a comp ehensi e way wi h he
p ocess o Eu opean in eg a ion ha e been wo en in o some eache educa ion cu icula.
Howe e , measu es aken ha e, in mos cases, been complemen a y o exis ing pa e ns o
eache educa ion, while he basic s uc u es o eache educa ion p og ammes ha e no
been subjec o change.
Comp ehensi e e o s seem o be necessa y o de elop a cohe en knowledge base o
eache educa ion and he eaching p o ession o make necessa y e o ms, a bo h he le el
o schools and eache educa ion, possible.
31. The Po en ial o Fachdidak ik o Subjec -ma e Didac ics
In a numbe o Eu opean cul u al con ex s Fachdidak ik(-en) (li e ally ansla ed as subjec -
didac ics, subjec -ma e didac ics o subjec speci ic me hodologies) in/o a ious subjec
ma e s augh a schools, and Be eichdidak ik(-en) (li e ally ansla ed as me hodologies
o ce ain c oss-cu icula ields o s udy a school le el such as social s udies, en i onmen al
s udies, ci ics educa ion o lea ning wi h new in o ma ion and communica ion echnologies)
48 G een Pape on Teache Educa ion in Eu ope
Pa IV - Scena ios o Teache Educa ion Re o m
ha e been es ablished as academic disciplines and ha e some imes made ema kable p og ess
(e.g. Finland, F ance, Ge many).
Va ious Fachdidak ik(-en) and Be eichsdidak ik(-en) ha e ecen ly p o ided
scien i ically
based knowledge and empi ically alida ed p ac ices o eache s o es ablish e ec i e
eaching and lea ning si ua ions in hei espec i e ields.
The ounda ion o bo h na ional and Eu opean-wide associa ions in subjec -didac ics (e.g.
ma hema ics, o eign languages and na u al sciences), he ounda ion o esea ch and
de elopmen ins i u es o di e en Fachdidak ik(-en) (e.g. Ins i u ü die Didak ik de
Ma hema ik) and o di e en Be eichsdidak ik(-en) (e.g. Ins i u ü die Didak ik de Na u -
wissenscha en) o he in oduc ion o p o esso ships o a ious Fachdidak ik(-en) (e.g. in
he No dic coun ies) and Be eichsdidak ik(-en) may be seen as ca alys s o a numbe o
imp o emen s in eaching and eache educa ion.
Howe e , he endency o isola e pa icula Fachdidak ik(-en) (e.g. ma hema hics) e en om
neighbou ing ones as well as a ce ain lack o in eg a ion can be obse ed. The lea ning and
de eloping s uden may be abandoned, while expec a ions o a pa icula Fachdidak ik ela ed
o an academic discipline and i s s uc u es migh become p edominan . This may also apply
o he holis ic pe sonali y de elopmen o s uden s. In addi ion, a equen ly gi en jus i ica ion
o pa icula Fachdidak ik(-en) – he a gumen ha subjec didac ics ha e o p o ide
scien i ically alida ed knowledge o di e en school subjec s as hese ha e been de ined
by educa ion poli icians o na ional sylabusses and cu icula – would need ca e ul
conside a ion.
Be eichdidak ik(-en) ocussing on a hema ic app oach and conc e e p oblems seem o
ha e mo e po en ial han a ious Fachdidak ik(-en). Mo e cohe en e o s o es ablish
Be eichdidak ik(-en) as ields o esea ch and de elopmen seem o be called o .
The p oduc ion o design o scien i ically alida ed p ac ices and educa ion so wa e (e.g.
ex books, mul imedia p oduc s) can be ega ded as a a he neglec ed ield o he educa ional
sciences in gene al and o eache educa ion in pa icula . Designing educa ion so wa e
and explo ing i s e ec s and e iciency call o co-ope a ion in collabo a i e p oblem-sol ing
g oups comp ised o expe s in a numbe o di e en ields (e.g. Didak ik, Fachdidak ik,
Be eichsdidak ik, linguis ics, communica ion sciences, elema ics) and eache s.
In mos Membe S a es o he Eu opean Union ins i u ions o eache educa ion ha e adop ed
he de elopmen , p oduc ion and design o educa ion so wa e only o a limi ed ex en . F ee
eign has been gi en o a ma ke isa ion o his ield which has esul ed in p oduc s ha a e
some imes a he disappoin ing (70).
I is sugges ed ha eache educa ion ins i u ions should deal mo e cohe en ly wi h he
p oduc ion and design o scien i ically alida ed p ac ices and educa ion so wa e (c .
49
G een Pape on Teache Educa ion in Eu ope
Pa IV - Scena ios o Teache Educa ion Re o m
de elopmen s in No dic coun ies). I may be expec ed ha such e o s
•migh lead o mo e e icien eaching and lea ning aids, and
•help o educe echnological de ici s ob ious in he ield o eaching, s udying and lea ning
(71).
Es ablishing s uc u es o esea ch and de elopmen on Fachdidak ik(-en) and Be eichs-
didak ik(-en) a ins i u ions o eache educa ion seems o be an impo an issue in eache
educa ion e o m, wi h a po en ially eno mous impac on eache educa o s, (p ospec i e)
eache s, he eaching p o ession, and s uden s. I migh con ibu e e ec i ely o he educ ion
o p oblems bo h o adi ional models o eache educa ion and o minimum-compe ency
models.
32. De eloping Collabo a i e P oblem-Sol ing Capaci y
To be able o ac e ec i ely and e icien ly in dynamic en i onmen s cha ac e ised by apidly
changing asks eache s, like all o he p o essionals, need p o essional p oblem sol ing
capaci y. I seems o be necessa y o p o essionals
• o be able o de ine “p oblem-spaces” and o o mula e ques ions,
• o possess a b oad and de eloped epe oi e o p oblem-sol ing skills, which enables
hem
• o sol e pa icula p oblems (72).
Teaching is a complex ac i i y needing simul aneous hough and ac ion on a wide numbe
o on s. While some ela i ely homogeneous and s anda dised asks and p oblems o
eaching may be p esen (“well-de ined asks and p oblems”), eaching may a he same
ime be desc ibed as ha ing a la ge numbe o uns uc u ed and “ill-de ined” asks and
p oblems. When hey a e eaching, eache s pe manen ly ha e
• o in e p e complex si ua ions,
• o de ine “p oblem-spaces”,
• o adap di e en ou ines,
• o de elop p oblem-solu ions o pa icula si ua ions and cases in o de o p o ide high
quali y educa ion and aining and
• o de elop communica i e skills and a ich and a ied beha iou epe oi e in o de o
be able o cope wi h he mul i ude o di e en in e ac ions aking place in a class oom.
Mos models o eache educa ion seem o be able o p o ide a numbe o s anda dised
solu ions and p ac ices o well de ined p o essional asks:
•One o he s eng hs o models o eache educa ion based a ound a “no mal school
adi ion” migh be, ha hey may p o ide a numbe o ou ines which enable (p ospec i e)
eache s o mas e s anda dised asks and well de ined p oblems o eaching. This also

50 G een Pape on Teache Educa ion in Eu ope
Pa IV - Scena ios o Teache Educa ion Re o m
seems o apply a leas o some ex en o minimum-compe ency models.
•In con as an “academic adi ion” o eache educa ion, by sel -de ini ion, aims a he
de elopmen o p oblem-sol ing capaci y. Conside ing ha p oblem-sol ing capaci y o
a la ge ex en is domain-speci ic, an “academic adi ion” may no always be able o
mee his aim, especially when he ocus is pu on he acquisi ion o scien i ic domain-
speci ic knowledge s uc u es.
A he same ime some imes se ious misgi ings ha e been exp essed as o whe he eache
educa ion based on hese wo models is able o p o ide lea ning si ua ions app op ia e o
he de elopmen o bo h compe ence and eadiness o de ine p oblem-spaces. Fu he
ques ions a e aised conce ning hei abili y o os e he p oblem-sol ing capaci y necessa y
o mee bo h newly iden i ied ill-de ined p oblems o eaching and u u e p oblems which
a e bound o a ise.
Compe ence in collabo a i e p oblem-sol ing and compe ence o co-ope a ion and eam-
wo k a e pe cei ed as o he domains ha seem o be o u mos ele ance in highly de eloped
in o ma ion socie ies. As ega ds educa ion and aining he mo e owa ds mo e au onomy
o schools and an inc easing necessi y o eache eam-wo k makes he acquisi ion o
hese compe encies i ally impo an .
Teache s om a ious backg ounds will need o be placed in si ua ions whe e hey a e able
o acqui e s a egies and unde s andings o he de elopmen o school-speci ic cu icula
h ough collabo a ion and co-ope a ion. The “p oblem-spaces” hey encoun e may no be
well-de ined. Ou que y should be how well do p esen models o eache educa ion wi h
p edominan ely indi idualis ic cul u es p o ide lea ning expe iences o he de elopmen
o hese compe encies, which a e essen ial o each o m o school imp o emen and
p o essional lea ning?
I appea s ha he u u e p og ammes and cu icula o eache educa ion will be o ien ed
mo e on
•p ocess-,
•p oblem-,
•p ojec - and
• esea ch-o ien ed lea ning en i onmen s and ha
•inqui y-o ien ed cul u es ha e o eplace a he igid and e-ac i e cul u es o eaching,
s udying and lea ning (c . he po en ial o models o e lec i e eache educa ion o o
educa ional ac ion esea ch), i he desi ed change is o be accomplished.
51
G een Pape on Teache Educa ion in Eu ope
Pa IV - Scena ios o Teache Educa ion Re o m
33. Resea ch and De elopmen as a Componen
o Teache Educa ion
In mos Membe S a es o he Eu opean Union he ela ionships be ween eache educa ion,
he eaching p o ession and educa ional esea ch and de elopmen need o be ede ined
(73). As in all o he (and no only academic) p o essions a close ela ionship be ween
•(educa ional) esea ch and de elopmen , and
• he ( eaching) p o ession seems o be indispensable.
An inc easing ecogni ion o he high ele ance o esea ch o high quali y educa ion in
gene al and high quali y eache educa ion in pa icula has led o a ce ain expansion and
cul i a ion o esea ch and de elopmen ela ed o and ele an o eache educa ion (74).
Howe e , in mos Membe S a es o he Eu opean Union
•ins i u ions o eache educa ion and hei s a as well as s uden eache s and eache s
ha e, un il ecen ly, been sepa a ed om esea ch and de elopmen .
•Many ins i u ions o eache educa ion do no ha e a clea esponsibili y o ake pa in,
no adequa e esou ces o , esea ch and de elopmen .
While cohe en and a ge ed esea ch and de elopmen seem o be essen ial o he im-
p o emen o all o ms o eache educa ion, i canno be denied ha models o eache
educa ion based on a “no mal school adi ion”, and especially minimum-compe ency models
o eache educa ion, encompass di e en opinions on his issue. A cha ac e is ic o seconda y
school eache educa ion is ha (s uden ) eache s a e usually con on ed wi h esea ch in
ce ain academic disciplines which may no always be o ele ance o eaching and he
eaching p o ession.
Ini ial eache educa ion as well as in-se ice eache educa ion need o ind a clea p o ile
in ega d o
• esea ch and de elopmen , and
•an ac i e in ol emen o eache s in i (c . he con ibu ions o TNTEE subne wo k F
on e lec i e p ac ice in eache educa ion, o he p omising concep s o “ eache s as
esea che s”, o ac ion esea ch).
A de elopmen in his di ec ion implies ha all ins i u ions and/o depa men s in ol ed in
eache educa ion p og ammes mus hemsel es be ac i ely in ol ed in esea ch and in
doc o al p og ammes speci ically ela ed o eache educa ion, eaching and eache wo k.
52 G een Pape on Teache Educa ion in Eu ope
Pa IV - Scena ios o Teache Educa ion Re o m
34. New Pa ne ships be ween Ins i u ions o
Teache Educa ion and Schools
Ac i e sys emic ela ions and mu ual pa ne ships be ween ins i u ions o eache educa ion,
eache s and schools a e ex emely impo an in all o ms o eache educa ion. Close co-
ope a ion in a eas such as
• he eaching p ac ice componen o p og ammes o ini ial eache educa ion,
• esea ch and de elopmen , and
•school imp o emen ac i i ies
be ween ins i u ions o eache educa ion, eache s and schools a e impo an in es ablishing
and main aining p o essional cul u es o lea ning and de elopmen in schools as well as in
ins i u ions o eache educa ion. This de elopmen o “pa ne ships” is aking place in
mos coun ies o he Eu opean Union, al hough p og ess is by no means uni o m.
Unlike he medical o o he academic p o essions he ela ions be ween eache educa ion,
eache s and schools has no ye eached an op imum le el. Examples o eache educa ion
on he one side and schools and eache s on he o he wo king comple ely independen o
one ano he can be ound. A he same ime comp ehensi e a emp s ha e some imes been
made o es ablish close pa ne ships be ween schools and ins i u ions o eache educa ion
(e.g. in Denma k, England and Wales, and Sweden).
The e a e many s a emen s s essing he high impo ance o p ac ice in ini ial eache
educa ion, he ex en o which his is bo ne ou is howe e a iable. While in many models
o seconda y school eache educa ion a comp ehensi e p ac ice componen is no unde aken,
mos models o p ima y school eache educa ion p o ide p ac ice in di e en o ma s,
such as
•sho - e m eaching se ial p ac ice (e.g. once a week o e a pe iod o ime) in schools
a ached (c . model and aining schools, Modell- and/o Übungsschulen) o ela ed o
ins i u ions o eache educa ion (e.g. P axisschulen),
• eaching p ac ice o a longe du a ion a schools (e.g. block p ac ice o en in a a ie y
o schools h oughou he p og amme o p o ide a selec ion o di e en con ex s and
challenges),
•mic o eaching a ins i u ions o eache educa ion and/o
•expe ience in non-school se ings wi h an educa ional and/o social ocus.
A comp ehensi e accoun and analysis o cu en p ac ice in speci ic ins i u ions in Membe
S a es o he Eu opean Union can be ound in he i s issue o he TNTEE Jou nal (h p://
n ee.umu.se/publica ions/jou nals.h ml). The issue e lec s a h ee yea s p ojec unde aken
by membe s o TNTEE Sub-ne wo k B.
Resea ch on p ac ice ( he p ac icum) in eache educa ion p og ammes has highligh ed a
hos o un esol ed and o en supp essed p oblems. Many models o eache educa ion do
no p o ide a cohe en p ac ice componen (75). I seems as i
53
G een Pape on Teache Educa ion in Eu ope
Pa IV - Scena ios o Teache Educa ion Re o m
•ou da ed “app en iceship models” o
•highly deba able models o lea ning o each by expe ience a e p edominan .
P o essionalised models o eache educa ion aim a
• he de elopmen o a b oad epe oi e o p o essional ac ions, which eache s may use
•in a jus i ied and
• lexible way adap ed o indi idual lea ne s, goals, asks, con en s and si ua ions.
The de elopmen o a b oad epe oi e o p o essional ac ions/ac ion s uc u es seems o
call o a b oad knowledge base as well as o coo dina ed and cohe en p ac ice in which
(p ospec i e) eache s may ind lea ning si ua ions app op ia e o p omo e he de elopmen
o compe en , e lec i e and heo y-based ac ion.
I seems o be necessa y o in eg a e p ac ice cohe en ly in o all models o eache educa ion.
In in eg a ing p ac ice and he o he componen s o eache educa ion in o speci ic p o-
g ammes p ominen ac o s will include
• he de elopmen o a s ong, mu ually bene icial, pa ne ship wi h schools,
•di e en ia ion and unde s anding o he di ision o wo k and esponsibili ies be ween
he pa ne s,
•high quali y eache s specially educa ed o ul il he demanding asks o co-ope a ing
supe iso s, men o s and pa ne s (76).
The concep o P o essional De elopmen Schools de eloped by he Holmes Commission
(1990) in he USA p o ide one example on how o in eg a e p ac ice o s uden eache s,
academic s udies, esea ch and de elopmen in schools, and ini ial eache educa ion and
in-se ice eache educa ion. The concep o P o essional De elopmen Schools ocuses on
mu ual pa ne ships in a numbe o a eas:
•High quali y eache s wi h an addi ional educa ion o ul il he asks o a co-ope a ing
eache o men o a e in eg a ed in o he eaching p ac ice componen o ini ial eache
educa ion p og ammes
•p o iding in-se ice educa ion o eache s in close co-ope a ion wi h P o essional
De elopmen Schools (e.g. on in eg a ing new in o ma ion and communica ion
echnologies in o powe ul lea ning en i onmen s),
•who a e ac i ely in ol ed in esea ch and de elopmen p ojec s (e.g. de elopmen o
inno a i e me hodologies) done in close co-ope a ion o all ac o s.
•Teache educa o s and educa ional esea che s a e a he same ime ac i ely in ol ed
in inno a i e wo k done in schools, and
•as a concequence pe manen pa ne ships be ween ins i u ions o (ini ial) eache
educa ion and schools ha e o be es ablished (77).
Following he concep ion o P o essional De elopmen Schools ou lined abo e, ins i u ions
o eache educa ion migh de elop hemsel es in o knowledge esou ce cen es and
p o essional mee ing places. They migh hen be able o in eg a e e ec i ely ini ial eache
60 G een Pape on Teache Educa ion in Eu ope

61
G een Pape on Teache Educa ion in Eu ope
PART V
SOME PROPOSALS FOR CONCRETE MEASURES
RELEVANT TO TEACHER EDUCATION REFORM
The scena ios o eache educa ion e o m desc ibed in he p eceding
chap e s aimed a
• os e ing he dialogue be ween all he ac o s in ol ed in eache
educa ion and i s e o m (e.g. he p o essional communi y, decision
make s and poli icians) a an all-Eu opean, na ional, egional and local
le el,
•en iching de ini ions o he p oblem-space o e o ms and imp o e-
men s o eache educa ion
•in o de o suppo in o med decision making, and
•p o iding inpu o p oblem-sol ing p ocesses in e o ming eache
educa ion.
The scena ios p esen ed challenged adi ional concep ions o eache
educa ion wi h hei s a ic a ionale, some imes hidden assump ions and
segmen a ion, bu a he same ime pose ques ions ha will ha e o be
answe ed, wi hin he eali ies o he de elopmen o eache educa ion in
he di e en cul u al and social con ex s o he Eu opean Union.
Based on compa a i e concep ual analyses o he cu en s a e o eache
educa ion in he Membe S a es o he Eu opean Union, on analyses o
challenges in apidly changing con ex s o educa ion and eache educa ion,
and on analyses o he “s a e o he a -knowledge” o success ul eache
educa ion he scena ios p esen ed desc ibed and analysed op ions ele an
o e o ms and imp o emen s o eache educa ion a mac o-, meso- and
mic o-le el in di e en social and cul u al con ex s.
As a supplemen o hose scena ios some p oposals o ele an conc e e
measu es o suppo eache educa ion e o m will be b ough o wa d in
his inal pa o he G een Pape . Recognising he legal amewo k de ining
62 G een Pape on Teache Educa ion in Eu ope
he esponsibili ies o he Eu opean Commission and he Membe S a es
o he Eu opean Union in educa ion and aining (c . T ea y o Maas ich
and T ea y o Ams e dam) he p oposals will ocus on measu es o be
aken
·ei he p ima ily a he le el o he Membe S a es o he Eu opean Union
(chap e 40)
·o a he le el o he Eu opean Commission (chap e 41).
This ocus should in no case be misin e p e ed as a de alua ion o he
impo ance and high po en ial o p oblem-sol ing a local and ins i u ional
le els. Being awa e o he many in e dependen ela ions o p oblem-
sol ing p ocesses a local, egional, na ional and all-Eu opean le els in
e o ming eache educa ion, pa icula p oposals submi ed should be
ega ded as componen s o a complex sys em wi h a numbe o
epe cussions.
63
G een Pape on Teache Educa ion in Eu ope
Pa V - Some P oposals o Conc e e Measu es Rele an o Teache Educa ion Re o m
40. Measu es a he Le el o Membe S a es o he Eu opean Union
Di e ences in ega d o he cu en s a e o eache educa ion be ween he Membe S a es
o he Eu opean Union, as well as di e ences o he quali y o discou ses on educa ion in
gene al and eache educa ion in pa icula , imply ha he eigh p oposals o be p esen ed
he e will ha e di e en ele ance o eache educa ion e o m in he i een Membe S a es
o he Eu opean Union.
40.1 Commi ees o Teache Educa ion Re o m
While some Membe S a es o he Eu opean Union al eady ha e discussed o e en s a ed
subs an ial e o ms o eache educa ion, o he s seem o be eluc an o change. A emp s o
e o m eache educa ion did no always conside he “s a e o he a – knowledge” o
success ul and e ec i e eache educa ion.
Agains his backg ound i is p oposed ha na ional commi ees o ask o ces o eache
educa ion e o m ep esen ing all ac o s and sphe es in ol ed in eache educa ion a e
es ablished.
40.2 Conc e e Re o m P ojec s
The deg ee o au onomy gi en o ins i u ions o eache educa ion o de elop cu icula o
hei own di e s g ea ly be ween he di e en Membe S a es o he Eu opean Union.
Some imes a he na owly concei ed na ional guidelines do no pe mi
• he implemen a ion o conc e e e o m p ojec s,
• he change o p og ammes and cu icula e en when cu en p oblems a e ob ious, and/
o
• he use o highly de eloped human esou ces and expe ise a ailable a ins i u ions o
eache educa ion.
Due o such cons ain s p og ess and possible imp o emen s a e hinde ed. Agains his
backg ound i is p oposed ha he
•p o essional au onomy and esponsibili y o ins i u ions o eache educa ion should be
inc eased and ha
•cohe en suppo (human and ma e ial esou ces) o conc e e p ojec s o e o m eache
educa ion p og ammes and cu icula should be p o ided.
In p e ious chap e s se e al a eas wi hin eache educa ion ha e been men ioned whe e
de elopmen and change a e needed. These conce n o example he e ec i e use o mode n
in o ma ion and communica ion echnologies o eaching, s udying and lea ning p ocesses,
mul icul u al issues and gende issues.
64 G een Pape on Teache Educa ion in Eu ope
Pa V - Some P oposals o Conc e e Measu es Rele an o Teache Educa ion Re o m
In some coun ies oppo uni ies o local de elopmen p ojec s o he kind men ioned abo e
al eady exis .
40.3 Cohe en P og ammes o Resea ch and De elopmen Rela ed o Teache
Educa ion and Teache Wo k
P oblems conce ning he knowledge base o eache educa ion and he eaching p o ession
ha e become ob ious.
I seems o be necessa y o y o de elop cohe en p o iles o esea ch and de elopmen o
eache educa ion ins i u ions. P og ess could be assis ed by es ablishing app op ia e
s uc u es o esea ch and de elopmen a ins i u ions o eache educa ion. In p e ious
chap e s i has been no ed ha i seems necessa y o emphasize ha such esea ch should be
he conce n o all ins i u ions engaged in eache educa ion and hus no be es ic ed o
educa ion (o pedagogy) as a discipline.
40.4 Ac ion Plans o In-se ice Educa ion and Fu he Educa ion
Con incing a gumen s ha e been submi ed s essing he absolu e necessi y o in-se ice
educa ion and con inuous p o essional de elopmen o eache s as well as hei u he
educa ion so ha schools and eache s may mee he challenges o change p o-ac i ely and
compe en ly. Howe e , some eluc ancy may be de ec ed in a numbe o Membe S a es o
he Eu opean Union o make e ec i e p o ision o in-se ice educa ion and u he educa ion.
Agains his backg ound he p oposal is made o de elop cohe en na ional ac ion plans o
he in-se ice and u he educa ion o eache s.
Such plans should also ake in o accoun he necessi y o challenging exis ing di isions o
labou be ween ini ial eache educa ion p og ammes, in-se ice educa ion and he con inuous
p o essional de elopmen o eache s.
40.5 Es ablishing Pa ne ships
Close co-ope a ion be ween he eaching p o ession, schools and eache educa ion wi h i s
di e en componen s (ini ial eache educa ion, induc ion, in-se ice educa ion and
con inuous p o essional de elopmen , u he educa ion, school de elopmen and esea ch
and de elopmen ) may be seen as a necessa y condi ion o high quali y educa ion and
aining. Howe e , in a numbe o Membe S a es o he Eu opean Union sepa a ion and
agmen a ion a e cha ac e is ics o eache educa ion and possible and necessa y e ec s o
syne gy a e no ealised.
65
G een Pape on Teache Educa ion in Eu ope
Pa V - Some P oposals o Conc e e Measu es Rele an o Teache Educa ion Re o m
Wi hou de alua ing he ele ance o co-ope a ion among all ac o s in all he sphe es o
eache educa ion men ioned abo e, i seems o be o special impo ance o econside o ms
o co-ope a ion as ega ds he p ac ice componen o ini ial eache educa ion p og ammes
and he induc ion o beginning eache s.
This leads o he p oposal o es ablish pa ne ships be ween ins i u ions o (ini ial) eache
educa ion and schools ocusing on he p ac ice componen s and on he induc ion o beginning
eache s. Di e en models o such pa ne ship ha e o be conside ed as well as p o isions
o s a de elopmen p og ammes.
40.6 Comp ehensi e Knowledge-Resou ce-Cen es o Educa ion and T aining
In mos Membe S a es o he Eu opean Union he educa ion and aining sec o , as well as
eache educa ion, a e spli up in o a la ge numbe o loosely coupled and some imes e en
un ela ed sys ems. As ega ds eache educa ion a la ge numbe o nega i e e ec s ela ed
o his s a e o a ai s ha e been desc ibed in he p eceeding chap e s. I seems o be necessa y
o emphasise he need o in eg a e di e en o ms o eache educa ion, school imp o emen
and esea ch and de elopmen in o de o enhance syne gy.
Agains his backg ound i is p oposed ha comp ehensi e knowledge- esou ce cen es
o educa ion and aining a he highe educa ion (uni e si y) le el dealing in a cohe en
manne wi h he ini ial eache educa ion o all ca ego ies o eache s, induc ion, in-se ice
educa ion, u he educa ion, school imp o emen , and esea ch and de elopmen should
be es ablished.
40.7 High Quali y Teache Educa o s
High quali y eache educa ion depends on high quali y eache educa o s. Howe e , in
mos Membe S a es o he Eu opean Union a he low o mal quali ica ions a e equi ed
o wo k as a eache educa o , pa icula ly when compa ed o o he ields o p o essional
educa ion. Cohe en ini ial educa ion o eache educa o s o measu es o an induc ion
in o he p o essional cul u es o eache educa ion do no gene ally exis . P o ision has
been made only in some Membe S a es o he suppo and con inuous p o essional
de elopmen o eache educa o s and/o o o he eache s in highe educa ion ins i u ions.
I is p oposed ha he p o essional quali ica ions o eache educa o s should be e iewed
and aised and ha cohe en s a de elopmen p og ammes o eache educa o s should
be in oduced.

66 G een Pape on Teache Educa ion in Eu ope
Pa V - Some P oposals o Conc e e Measu es Rele an o Teache Educa ion Re o m
40.8 Au onomous P o essional O ganisa ions
To os e compa abili y wi h o he academic p o essions he es ablishing o au onomous
p o essional o ganisa ions o he eaching p o ession (c . eaching councils) may be suppo ed
a (na ion) s a e le el. These au onomous p o essional o ganisa ions migh ake espon-
sibili ies
• o gua an eeing and inc easing he quali y o he p o essional se ices p o ided by
eache s, and eache educa ion,
•by pa icipa ing wi h o he social pa ne s in he app o al and acc edi a ion o eache
educa ion p og ammes, and/o
•in he ce i ica ion o p o essional quali ica ions.
41. Measu es a he Le el o he Eu opean Commission
In his chap e we discuss se en clus e s o p oposals o measu es o be aken a he le el
o he Eu opean Commission.
41.1 The Rele ance o Eu opean Commission Ac ion Schemes
Wi hin he legal amewo k de ined by he T ea y o Maas ich and he T ea y o Ams e dam
he Eu opean Commission has been able o con ibu e o a numbe o e o ms and
imp o emen s o eache educa ion in he Membe S a es o he Eu opean Union in wo
pa allel ways:
••
••
•
indi ec ly by submi ing policy documen s as G een Pape s o Whi e Pape s (e.g. on he
ele ance o new in o ma ion and communica ion echnologies o he educa ion sec o ,
o on ea ly language lea ning), and
••
••
•
di ec ly by suppo ing conc e e Eu opean-wide cu iculum de elopmen p ojec s and
he mobili y o eache educa ion s uden s, eache s as well as s a s o ins i u ions o
eache educa ion (c . he ac ion scheme SOCRATES and i s componen s such as
ERASMUS o highe educa ion, COMENIUS o school educa ion and he in-se ice
educa ion o eache s, LINGUA o he lea ning o Communi y languages, he chap e
on Open and Dis ance Lea ning and he Thema ic Ne wo k P ojec Ini ia i e).
Al hough inancial suppo p o ided by he Eu opean Commission is a he low (especially
when compa ed o o he i ems o he budge o he Eu opean Commission), subs an ial
imp o emen s could some imes be made mainly a an ins i u ional le el.
•Cu icula o eache educa ion ha e become subjec o e o m,
•new ields o s udy ha e been in oduced in o p og ammes o eache educa ion (e.g.
Eu opean s udies) and
67
G een Pape on Teache Educa ion in Eu ope
Pa V - Some P oposals o Conc e e Measu es Rele an o Teache Educa ion Re o m
•ne wo ks o high quali y eache educa ion ins i u ions ha e been es ablished.
Agains his backg ound, and conside ing ha un il ecen ly only a limi ed numbe o p o-
ac i e ins i u ions o eache educa ion has been able o make maximum bene i o he
oppo uni ies p o ided, i is p oposed
• o con inue and o expand he ac ion scheme SOCRATES,
• o inc ease he cohe ence and co-o dina ion bo h
•be ween he di e en chap e s o he ac ion scheme SOCRATES and
• he SOCRATES p og amme and o he ac ion schemes un by he Eu opean Commission
(e.g. LEONARDO and esea ch p og ammes) and
• o inc ease he unds o ins i u ions and ne wo ks unning p ojec s o imp o e eache
educa ion.
Recen a emp s o he Eu opean Commission o es ablish wi hin he ac ion scheme SO-
CRATES a pa icula chap e o school educa ion including eache educa ion need o be
conside ed ca e ully.
•Bo h he size o eache educa ion and i s pa icula p oblems migh be used as a gumen s
o jus i y a pa icula chap e wi hin he ac ion scheme SOCRATES. In mos Membe
S a es he numbe o s uden s in ini ial eache educa ion is la ge han in o he o ms o
academic p o essional educa ion.
•Open and sys emic concep ions o eache educa ion s ess he necessi y o an in eg a ion
o ini i ial eache educa ion, induc ion, con inuous p o essional de elopmen , u he
educa ion, school imp o emen , and esea ch and de elopmen . This may again be seen
as an a gumen in suppo o a chap e speci ically dealing wi h eache educa ion.
•P og ess in ega d o he quali y o eache educa ion can be seen as closely ela ed o he
inco po a ion o eache educa ion in o he highe educa ion sec o whe e he p o-
essionalisa ion o “uni e si i ica ion” o eache educa ion has been impo an . This
ac s esses he impo ance o linking ini ia i es in ega d o eache educa ion o ini-
ia i es ha conce n highe (uni e si y) educa ion
•As o o he p o essions, high quali y educa ion o a e y impo an deg ee depends on
esea ch-based knowledge and alida ed p ac ices being de eloped h ough esea ch
and de elopmen in close co-ope a ion wi h eache s and o he s wo king wi hin he
educa ion sec o . This poin s o he necessi y o de eloping ini ia i es whe e eache
educa ion, esea ch and p ac ises wi hin he educa ion sec o may be linked.
Sy hesising hese a gumen s i may be concluded ha a pa icula chap e wi hin he ac ion
scheme SOCRATES on eache educa ion including school educa ion migh ha e a high
po en ial.
68 G een Pape on Teache Educa ion in Eu ope
Pa V - Some P oposals o Conc e e Measu es Rele an o Teache Educa ion Re o m
41.2 A Commi ee o Teache Educa ion Re o m
Expec a ions on high quali y educa ion and aining o make a “Eu ope o Knowledge” a
eali y and he impo ance a ached o eache s and eache educa ion on he one hand, and
he cu en s a e o eache educa ion in he Membe S a es o he Eu opean Union on he
o he call o cohe en ac ion a an all-Eu opean le el.
One measu e could be he es ablishmen o a “Commi ee o Teache Educa ion Re o m”
a he Eu opean Commission le el comp ised o ep esen a i es o ac o s in he di e en
sphe es o eache educa ion. The expe iences o he Thema ic Ne wo k o Teache Educa ion
in Eu ope (TNTEE) poin in such a di ec ion and wo k al eady s a ed o implemen a Eu o-
pean Ne wo k on Teache Educa ion Policies may also be aken in o accoun as a basis o
es ablishing a Commi ee o eache educa ion e o m.
41.3 C oss-Eu opean Knowledge Cen es o Teache Educa ion
Ins i u ions o eache educa ion all a ound Eu ope ha e been able o de elop solu ions o
success ul eache educa ion in pa icula ields cen ed a ound hei s eng hs (e.g. lea ning
wi h new in o ma ion and communica ion echnology, Eu opean S udies). Howe e , hese
solu ions a e in mos ins aces local.
Agains his backg ound he in oduc ion o a chap e in o he ac ion scheme SOCRATES is
p oposed aiming a he es ablishing o pan-Eu opean knowledge cen es o eache
educa ion, which a he same ime migh ope a e as co-o dina o s o quali y ne wo ks o
pa icula ields o eache educa ion.
41.4 Resea ch on Teaching and Teache Educa ion
Achie ing high quali y educa ion and aining and high quali y eache educa ion necessi a es
he de elopmen o a comp ehensi e esea ch-based knowledge base and empi ically
alida ed p ac ices. Despi e he high ele ance o a aining hese a ge s, esea ch on eaching
and eache educa ion ha e no been p io i ies o Eu opean Commission ac ion schemes in
he esea ch sec o .
The p oposal is pu o wa d o make esea ch on eaching and eache educa ion a p io i y
inco po a ed as a special chap e in he coming ac ion schemes o esea ch.
69
G een Pape on Teache Educa ion in Eu ope
Pa V - Some P oposals o Conc e e Measu es Rele an o Teache Educa ion Re o m
41.5 C oss-Eu opean Mas e and Doc o al P og ammes
I is p oposed o expand oppo uni ies al eady p o ided by he ac ion scheme SOCRATES
and o adop measu es wi hin he ac ion scheme LEONARDO o suppo he de elopmen
o
•high quali y,
•inno a i e and
•modula ised
•Eu opean-wide Mas e s and Doc o al p og ammes in he sec o o u he educa ion o
eache s, ha
•make maximum use o open and dis ance lea ning and/o ne -based lea ning.
41.6 Fos e ing Mobili y
An inc ease in mobili y o eache s be ween he Membe S a es o he Eu opean Union
could be highy ele an in he p ocess o Eu opean in eg a ion. Howe e , di e en egu-
la ions mainly a he le el o na ion s a es may be seen as some imes c ea ing se e e obs acles.
On he o he side e o s in ega d o he Eu opean C edi T ans e Sys em (ECTS) ha e a
p esen only b ough abou limi ed p og ess.
E o s o inc ease he equali y (compa abili y) o eaching diploma ac oss he Eu opean
Union seem o be necessa y.
41.7 De eloping he Eu opean Dimension
The G een Pape on he “Eu opean Dimension in Educa ion” (Eu opean Commission) made
explici e e ence o he impo an ole o eache s and eache educa ion in making his
dimension a eali y. Compa ed o he si ua ion in he la e eigh ies only inc emen al p og ess
has been made in his espec . Mo e cohe en and subs an ial e o s especially in eache
educa ion seem o be necessa y i he Eu opean Dimension in Educa ion is o be de eloped
u he .
Agains his backg ound i is p oposed o es ablish an ac ion scheme ocusing on eache
educa ion o p omo e a Eu opean Dimension in eache educa ion.
76 G een Pape on Teache Educa ion in Eu ope
No es
(22) F. and I. Buchbe ge (1999) ha e analysed some hidden assump ions o he “academic
adi ion” o eache educa ion and no ed ha one o he many p oblems may be ha he
di e en aims o academic disciplines and scien i ic inqui y on one side and he aims o
eaching and suppo ing lea ning pa icula p oblems on he o he a e conside ed a he
supe icially. A simila si ua ion applies o he di e en o ma s o scien i ic knowledge
s uc u ed sys ema ically and in p oposi ions in heo e ical sys ems, and human knowledge
s uc u ed holis ically in meanings, schema a o sc ip s a ound p oblems. Conside ing he
high ele ance o bo h scien i ic knowledge and human knowledge s uc u es he au ho s
ha e de eloped a concep o Didak ik/Fachdidak ik as an in eg a i e ans o ma ion science
o eaching, s udying, and lea ning.
(23) Unlike Facul ies o Medicine o Law, sepa a e Facul ies o Educa ion we e no
es ablished in uni e si ies in he nine een h cen u y and no specialised Uni e si ies o
Educa ion we e c ea ed. While he educa ion o eache s a p ima y school le el was placed
a schools a he uppe seconda y le el o a uni e si y colleges (o a Teache ´s Colleges)
he educa ion o seconda y school le el eache s has been a pa o he uni e si ies. Adop ing
he aims o depa men s and acul ies o uni e si ies he academic educa ion o p ospec i e
eache s did no aim a eaching and he eaching p o ession, bu on educa ing scien is s in
pa icula academic disciplines (see also H. Seel 1985).
(24) The concep “ eache ” has equen ly been es ic ed o “school eache ” in many Membe
S a es o he Eu opean Union. This es ic ion implies ha educa ion s a wo king in
kinde ga ens o in adul educa ion a e no ecognised as eache s o membe s o he eaching
p o ession in a numbe o Eu opean coun ies. Addi ionally, his es ic ion excludes a numbe
o educa ion s a wo king in schools.
Cede op (1995) has desc ibed p oblems in de ining he concep o eache in oca ional
educa ion and aining. I seems o be necessa y o adop a b oade concep o “ eache ” and
“ eache educa ion”.
(25) No e ha he highly de eloped sys ems o eache educa ion o oca ional, echnical
and economic educa ion and aining a he uppe seconda y school le el in a numbe o
con inen al Eu opean coun ies ha e become subjec o analysis by educa ion decision make s
and educa ionalis s o o he Membe S a es o he Eu opean Union aiming a imp o emen s
in hese and o he sec o s o eache educa ion.
(26) The in oduc ion, since he mid six ies, o models o in-se ice educa ion may be seen
as an impo an s ep in he de elopmen o eache educa ion. A he same ime he
in oduc ion o ins i u ions de o ed o in-se ice educa ion o eache s only, and sepa a ed
on one hand om ini ial eache educa ion and educa ional esea ch and on he o he om
schools and school imp o emen may be pe cei ed as a he p oblema ic. Mo e app op ia e
measu es ha e no been aken in mos Eu opean coun ies (e.g. making in-se ice educa ion
an in eg al pa o uni e si y eache educa ion). Solu ions adop ed in some coun ies including
he es ablishmen o s a e- un pedagogical ins i u es o pedagogical cen es seem o e lec

77
G een Pape on Teache Educa ion in Eu ope
No es
a s ong need o he S a e and he school inspec o a e o keep con ol o e eache s and hei
in-se ice educa ion (e.g. Aus ia and Ge many).
(27) In England and Wales he Depa men o Educa ion and Employmen has ecen ly
submi ed p oposals o eache educa ion e o ms based on a cohe en sys emic pe spec i e
(D EE 1998). While opinions exp essed especially when compa ed o “s a e o he a –
knowledge” on success ul ini ial eache educa ion can be seen as p oblema ic, he close
ela ionships sugges ed be ween ini ial eache aining, induc ion (c . “ca ee en y p o iles”),
con inuous p o essional de elopmen , s a de elopmen , u he educa ion and school
imp o emen , seem o be challenging.
(28) While he educa ion o eache s o he seconda y schools has been o ganised om he
e y beginning a uni e si ies, his is no he case o all o he ca ego ies o eache s. Fo a
long ime p ima y school eache s and hei associa ions in se e al coun ies ha e made
claims o he bes eache educa ion possible. The “bes ” being ega ded as an academic
and uni e si y-based eache educa ion. These e o s ha e always been unde pinned bo h
by in insic mo i es (e.g. need o mo e p o ound and libe al eache educa ion) and ex insic
mo i es (e.g. academic eache educa ion as means o imp o e he s a us o he eaching
p o ession).
(29) R. Bou doncle (1994) has analysed he di e en meanings o he concep “p o essio-
nalisa ion” in a ious Eu opean cul u al con ex s. Many misunde s andings migh ha e
been a oided in discussions on e o ms and imp o emen s o eache educa ion, i
compa a i e analyses o he concep o p o essionalisa ion had been aken in o accoun .
Concep ions o p o essionalisa ion de eloped in English speaking coun ies seem o domina e
he discou se. On he o he hand main c i e ia o p o essionalisa ion, such as an emphasis
on “ ela i e pedagogical au onomy” (“ ela i e pädagogische Au onomie”), and/o he ecog-
ni ion o he necessi y o a scien i ic knowledge base o eaching, ha e o a long ime been
guiding p inciples o eache educa ion in No dic and Ge man speaking coun ies. As a
consequence he B i ish pe cep ion o p o essional au onomy may no always be compa ible
wi h iews in o he Eu opean con ex s.
(30) Fo di e en concep ualisa ions o p o essionalism and dis inc ions be ween pedagogical
p o essionali y and sociological aspec s o p o essionalisa ion see A. Combe & W. Helspe
(1996) o J. Wagne (1998).
(31) Conce ning he concep o an “open” o “new p o essionalism” see P. Lade ie e (1990).
(32) A his o ical analysis o he de elopmen o he medical p o ession migh u nish ich
ma e ial o a discussion o he p o essionalisa ion p ocess ega ding eache s. Impo an
s eps in he p ocess o p o essionalisa ion in medicine we e aken h ough he de elopmen
o a scien i ic knowledge base, he de elopmen o empi ically alida ed p ac ices, a code
o e hics and la e on s anda dised ea men s and echnologies.
78 G een Pape on Teache Educa ion in Eu ope
No es
(33) Many ins i u ions dealing wi h p ima y school eache educa ion ha e been able o
de elop clea p o iles o esea ch and de elopmen a e hei inclusion in uni e si ies.
Imp o emen s o he cu icula o he p ima y school and o me hodologies o ea ly eading
and w i ing o ma hema ics may be men ioned as examples. The adop ion o cons uc i is
lea ning heo ies and hei ans o ma ion o es ablish powe ul lea ning en i onmen s in
p ima y schools p o ides ano he example. Simila obse a ions may be epo ed o
seconda y eache educa ion, whe e p og ess has been made especially in ega d o Didak ik/
Fachdidak ik in a numbe o ields (e.g. ma hema ics, na u al science s udies, o eign language
lea ning).
(34) In a numbe o Eu opean coun ies p ima y school eache educa ion was simply
ans e ed o uni e si ies. This was done wi hou de ining cohe en goals o he academic
educa ion o eache s, wi hou es ablishing s uc u es and p o iles o esea ch and
de elopmen , and wi hou p o isions o cohe en s a de elopmen p og ammes necessa y
o eache educa o s ini ially socialised wi hin a “no mal school adi ion”. In a numbe o
cases hese a angemen s imply ha oppo uni ies which should ha e been p o ided o
p o essionalisa ion we e absen .
(35) The in e es in minimum-compe ency models in English speaking con ex s may be
explained by a numbe o ac o s. One o hese migh be di e en pe cep ions on he ole o
eache s in English speaking con ex s compa ed e.g. o pe cep ions in No dic coun ies (c .
B. Gundem & S. Hopman 1998). In addi ion he ( e-) in oduc ion o minimum-compe ency
models o eache educa ion in some pa s o he USA could be ied o a se e e sho age o
eache s and some eluc ance o in es in ( eache ) educa ion.
(36) C . o ins ance he Na ional Commission on Teaching and Ame ica´s Fu u e (1996) o
he mani es o submi ed by he Fo dham Founda ion (1999).
(37) C . OECD (1999) o F. an Vugh & D. Wes e heijden (1993).
(38) The upda e o he Sigma epo p oduced by TNTEE con ains a desc ip ion o he
models o e alua ion o eache educa ion used in he Membe S a es o he Eu opean Union
(T. Sande 1999).
(39) Conce ning he concep s Didak ik, Fachdidak ik o Be eichsdidak ik see he publica ion
“Didak ik/Fachdidak ik as science(-s) o he eaching p o ession?” p oduced by a subne wo k
o TNTEE and edi ed by B. Hudson e al (1999) o he con ibu ions o a Scandina ian/
Ge man/Ame ican symposium on he con ex dependen concep s Didak ik and cu iculum
(B. Gundem & S. Hopman 1995, 1998).
(40) In a numbe o Eu opean cul u al con ex s cu icula componen s a e ca ego ised in o
p o essional s udies (educa ional s udies, s udies in di e en me hodologies o subjec ma e
didac ics and eaching p ac ice) and academic subjec s udies.
79
G een Pape on Teache Educa ion in Eu ope
No es
(41) Mo e de ailed desc ip ions o di e en cu icula models o ini ial eache educa ion
a e ound in e.g. M. Gal on & B. Moon (1994).
(42) M. Kennedy (1990) has analysed goals o he p o essional educa ion o a numbe o
academic p o essions in USA. In ega d o eache educa ion unclea goals seem o be ela ed
o a he p oblema ic cu icula and eaching and lea ning a angemen s (and an insu icien ly
e ec i e eache educa ion). Fo Ge man speaking coun ies J. Oelke s (1998) has submi ed
cogen analyses o he ague and un ealis ic goals o ini ial eache educa ion.
(43) C . he end analyses submi ed by G. Nea e o he S anding Con e ence o Minis e s
o Educa ion o Council o Eu ope Membe S a es (1987) and he Eu opean Commission
(1992).
(44) Al hough a endency owa ds highe admission c i e ia may be obse ed as a gene al
end in eache educa ion, policies o Membe S a es o he Eu opean Union di e as ega ds
admission o ields in which a sho age o eache s exis s (e.g. ma hema ics, o eign languages,
na u al sciences, in o ma ion and communica ion echnology). While some Membe S a es
hink ha mo e demanding admission c i e ia and be e eache educa ion p og ammes
migh be app op ia e o ackling he p oblem o sho age o ce ain ca ego ies o eache s,
o he s hold ha lowe admission c i e ia and sho e p og ammes migh be app op ia e
measu es. A he same ime some Membe S a es o he Eu opean Union ha e in oduced
“al e na i e ou es in o eaching”. These al e na i e ou es in o eaching a e designed o
a ac candida es wi h non- adi ional quali ica ions o op o eaching as a p o ession.
Admission policies ela ed o hese al e na i e ou es a e equen ly closely ela ed o
minimum-compe ency models o eache educa ion.
(45) F equen ly inno a ions in he educa ion sec o seem o ake he ollowing pa e n: A
p oblem is pe cei ed, he measu es in o de o sol e i a e aken in o conside a ion. While
ime passes in he de elopmen o solu ions, he p oblem migh ha e changed o e en
“disappea ed”. This gi es he possibili y ha solu ions de eloped migh hen be app op ia e
o sol e a p oblem ha does no exis any mo e and/o be inapp op ia e o sol e he changed
o new p oblem. This phenomenon may be desc ibed as an “inno a ion ap”.
(46) Conce ning he complex sys emic ela ions be ween changes in socie y and he educa ion
sec o see e.g. D. Kallós & S. Lindblad (1994) and S. Lindblad & T. Popkewi z (1999).
(47) Economic social, cul u al and echnological changes ha e o be concei ed as “p oduced
o made” by di e en in e es g oups. Eu opean Commission s a emen s on changes and
challenges some imes gi e he imp ession ha ce ain changes (e.g. globaliza ion) mus be
seen as “inescapable ends” a he han he in e media e esul s o policies se ing di e en
social g oups holding di e en in e es s and powe . Conside ing a ce ain sociological model
(“labou and employmen socie y”) measu es p oposed may be compa ible wi h ce ain
aims o economic and social policy, bu do exclude a he same ime a la ge numbe o
80 G een Pape on Teache Educa ion in Eu ope
No es
maybe mo e p omising al e na i es. Addi ionally, he e is a dange o all in o an “inno a ion
ap” by adop ing adi ional measu es o ackle new p oblems o a a he apidly changing
na u e. P o ound desc ip ions and sociological analyses o ecen social changes ha e been
submi ed e.g. by U. Beck (1998), A. Giddens (1997) and T. Popkewi z & S. Lindblad
(1999).
(48) Main changes may be desc ibed as a shi om indus ial p oduc ion o se ice indus ies,
and a shi om s abili y and li e-long employmen o lexibili y and sho - e m mul iple
employmen . Tele-wo king has become a new buzz-wo d. A he same ime Eu opean
socie ies a e con on ed wi h mass unemploymen closely linked o he social exclusion o
millions o Eu opean Union ci izens. Agains his backg ound i may come as a su p ise ha
schooling in mos Membe S a es o he Eu opean Union is s ill o ien ed on Taylo is - o
Fo dis -concep ions (o p oduc ion), and changes in he con ex o schooling ha e been
ecognised only o a limi ed ex en in o ganising eaching, s udying and lea ning p ocesses
(c . A. Ha g ea es 1994 and M. Lawn 1994).
(49) Mos Membe S a es o he Eu opean Union ha e dec eased he public expendi u e o
he educa ion and aining sec o o e he pas decade (OECD 1999). This ac may be
pe cei ed as a con adic ion i i is compa ed o he impo ance a ached o educa ion and
aining o se e al yea s.
(50) See he cogen analyses submi ed by H. Simola, R. Rinne & J. Ki i auma (1999) o
he si ua ion in Finland, S. Lindblad & L. Lundahl (1999) o Sweden and J. Ozga & M.
Lawn (1999) o he Uni ed Kingdom.
(51) Ini ial eache educa ion in England and Wales is ci cumsc ibed by a he na owly
concei ed na ional cu icula p esc ibing in de ail con en s o be augh and compe encies o
be acqui ed by p ospec i e eache s. These na ional cu icula ha e been de eloped a a
cen al le el (c . Teache T aining Agency 1997). A he same ime a s uc u e o ex e nal
examina ion coupled o a o mal, de ailed and pe iodic go e nmen inspec ion has been
in oduced. K. Ashc o (1998) and B. Hudson (1999) ha e analysed how his egula o y
amewo k may be h ea ening and opp essi e, ene gy sapping and limi ing in ega d o he
po en ial o inno a ion.
(52) C . T. Popkewi z e al. (1999) and hei e iew o esea ch on educa ion go e nance
p oduced wi hin he Eu opean Commission unded p ojec EGSIE.
(53) Economic a ionali y may be seen as one among a numbe o a ionali ies. S a emen s
o The S udy G oup on Educa ion and T aining o he Eu opean Commission (1997) could
be in e p e ed as a call o a balance be ween di e en a ionali ies, and also seen as a
wa ning agains a p edominance o economic a ionali y.
(54) C . discussions on pa en al choice o school choice. A numbe o expe s ha e exp essed
81
G een Pape on Teache Educa ion in Eu ope
No es
doub s whe he hese p inciples may be compa ible wi h he claim o equal educa ion
oppo uni y gua an eed by he cons i u ion in mos Membe S a es o he Eu opean Union.
(55) The e m “highe educa ion” has di e en meanings in he di e en cul u al con ex s
o Eu ope (c . B. Cla k & G. Nea e 1992 and OECD 1999). In some coun ies i exclusi ely
e e s o uni e si y educa ion (bu , how o de ine ha exac ly?), bu in o he Membe S a es
i includes all educa ion and aining p o ided by pos -seconda y ins i u ions, poly echnics
o by oca ional ins i u ions (“Fachhochschulen”). Some p e e he e m “ e ia y educa ion
and aining” o “ hi d le el educa ion and aining” which comp ises all o ms o pos -
seconda y educa ion and aining. Wo k commissioned by OECD (1999) o de elop ca ego ies
o he desc ip ion o educa ion and aining sys ems (ISCED) has b ough abou a numbe
o cla i ica ions.
(56) The s ong demand o highe educa ion may be explained bo h by in insic and ex insic
mo i es. Ex insic mo i es seem o e lec he ecogni ion o he empi ically alida ed
co ela ion o le el o o mal educa ion ecei ed and oppo uni ies on he labou ma ke as
well as p ospec i e income.
(57) C . he Eu opean Commission unded s udy “Non-o icial Highe Educa ion in he
Eu opean Union” (D. Tsaoussis 1998).
(58) Many Membe S a es o he Eu opean Union ha e es ablished ins i u ions o highe
oca ional educa ion and aining (e.g. poly echnics and Fachhochschulen in Aus ia,
Belgium, Finland, Ge many and The Ne he lands). A he same ime England and Wales
ha e inco po a ed hei poly echnics in o he uni e si y sec o .
(59) The p oblems o changing missions o uni e si y educa ion and/o issues o he au onomy
o uni e si ies a e discussed in se e al documen s (see o example he so called Bologna
Decla a ion men ioned ea lie in his ex ). On he o he hand he Eu opean Commission
(1995) has hea ily c i icised he highe educa ion sec o s essing he p oblem o “pape
quali ica ions” ob ained in he highe educa ion sec o .
(60) C . a numbe o comp ehensi e handbooks on esea ch on eaching (e.g. M. Wi ock
1986, L. Ande son 1995) and on esea ch on eache educa ion (e.g. W. Hous on 1990, M.
Sikula e al 1996, B. Biddle e al 1997 and G. G i in 1999). See also L. Da ling-Hammond
(2000).
(61) Fo example he challenging, and s ill inno a i e, Oldenbu g e o m p ojec o a one-
phase in eg a ed model o eache educa ion (P. Doeb ich e al 1981) o ecen p ojec s
wi hin he amewo k o a s anda ds-based eache educa ion model (G. G i in 1999).
(62) The Eu opean Commission (1999) publica ion “Key Da a on Educa ion in he Eu opean
Union” p o ides de ailed in o ma ion on sala ies o eache s in he Eu opean Union.

82 G een Pape on Teache Educa ion in Eu ope
No es
(63) C . G. Weine (1999), G. Weine & D. Kallós (2000) and a ious pape s o he TNTEE
sub-ne wo k on “Gende Issues” (h p:// n ee.umu.se/subne wo ks/subne wo k_h/).
(64) The in oduc ion o mode n in o ma ion and communica ion echnologies in o
ins i u ions o eache educa ions seems o be ull o p oblems. A se e e lack o human and
ma e ial esou ces (e.g. app op ia e equipmen ) has o be emedied. Cohe en in es men
bo h in ma e ial and human esou ces seems o be indispensable.
A he same ime e en when esou ces a e app op ia e, se e e p oblems in in eg a ing
in o ma ion and commu-nica ion echnologies in o eaching, s udying and lea ning p ocesses
and lea ning en i on-men s, can be obse ed (c . M. Sinko 1998 o p oblems in Finnish
highe educa ion).
(65) Focusing eache educa ion e o m on ini ial eache educa ion can c ea e se e al
p oblems. Conside ing ha only some 3% o newly quali ied eache s pe yea (and in some
coun ies such as G eece much less) en e he eaching p o ession changes and imp o emen s
expec ed may ha e a a he delayed impac . A he same ime he in es men o huge esou ces
(usually mo e han 90% o he esou ces in es ed in he en i e eache educa ion sys em)
in o he pe iod o ini ial eache educa ion may be ques ioned.
(66) The concep “no ma i e” has di e en meanings in di e en cul u al con ex s. In some
con ex s i s meaning is closely ela ed o “p esc ip i e”. The au ho s use he concep
“no ma i e” as “dealing wi h no ms” and no i s meaning as “p esc ip i e” ( o a discussion
o he di e ences be ween no ma i e and p esc ip i e in educa ional discou ses see e.g. M.
Uljens 1997).
A ce ain neglec o no ma i e analyses may be de ec ed bo h a he le el o poli ical decision
making and in esea ch on eache educa ion. Vague, unclea o implici goals o eache
educa ion equen ly seem o e lec a oidance beha iou o a pa icula o m o escapism
as ega ds no ma i e decisions coupled o a ashion o decon ex ualized hinking.
While a neglec a he le el o poli ical decision making migh ha e esul ed in ague goals
o eache educa ion and subsequen ly in a subop imal use o esou ces, a neglec o
no ma i e aspec s in esea ch on eache educa ion migh be seen as ha ing a bea ing on
es ic ions o he “p oblem-space” o mo e subs an ial imp o emen s o eache educa ion.
(67) As ea ly as 1971 he “Deu sche Bildungs a ” de ined eaching, educa ion, counselling,
e alua ion, inno a ion and adminis a ion as cen al asks o eache s and he eaching
p o ession. Depending on no ma i e decisions and cul u al con ex s he de ini ions o cen al
asks o eache s and he eaching p o ession may di e . Some obse e s hink ha eaching
would be he mos impo an ask including he o he asks de ined by he Deu sche
Bildungs a (Deu sche Bildungs a 1971).
(68) C . he desc ip ions in he aining cu iculum o new eache s submi ed by he English
Teache T aining Agency (1997).
83
G een Pape on Teache Educa ion in Eu ope
No es
(69) Recen ly, syllabuses and na ional cu icula o schools in mos o he Membe S a es o
he Eu opean Union could be classi ied as common sense based (explainable in his o ical
e ms) collec ion-code syllabuses o cu icula no always compa ible wi h he changed and
apidly changing asks and expec a ions o socie y. Cu icula did no e lec he p og ess o
scien i ic disciplines as well as changed pa e ns o knowledge p oduc ion. Subs an ial
e o ms o es uc u ings o syllabuses and na ional cu icula a e s ill pending in mos
Eu opean Union Membe S a es. Cohe en cu iculum esea ch has become indispensable
and eache s a e supposed o ake a p ominen ole in his p ocess (e.g. de eloping school-
based cu icula o “school-plans” as o example in The Ne he lands and in Sweden).
The p edominan o ien a ion o exis ing syllabuses and na ional cu icula on some academic
disciplines is a he p oblema ic in a leas ou ways:
(i) The agmen a ion o syllabuses o cu icula in o (school) subjec s co esponding o
ce ain academic disciplines could be seen as a deba able pa e n o o ganisa ion o
eaching and lea ning closely ela ed o ou da ed indus ial modes o p oduc ion (e.g.
Taylo ism).
(ii) I s ill emains deba able why ce ain academic disciplines ha e been inco po a ed in o
he syllabuses and/o na ional cu icula and o he s ha e been ejec ed o a e a p esen
neglec ed (e.g. communica ion sciences).
(iii) A some imes hidden assump ion is he p esumed di ec co espondence o a pa icula
academic discipline o a pa icula subjec a school. H. Seel (1998) has analysed he
inadequacy o his assump ion o he school subjec geog aphy. I. Buchbe ge (1999)
has submi ed he a gumen ha mo he ongue eaching and lea ning as a subjec in he
school has o in eg a e knowledge p oduced independen ly in mo e han ou een di e en
academic disciplines.
(i ) The di e ence be ween he aims and asks o many academic disciplines (p oduc ion o
explana o y knowledge s uc u ed sys ema ically and in p oposi ions) on he one side
and he aims o eaching and lea ning on he o he side is neglec ed in many ways,
leading o se e e p oblems.
(70) Tex books and educa ion so wa e aim a p omo ing he lea ning p ocesses o la ge
numbe o s uden s. Howe e , he e a e no cohe en empi ical s udies on he e ec s and
e iciency o ex books and educa ion so wa e a ailable on he educa ion ma ke in he
Membe S a es o he Eu opean Union. A co esponding si ua ion would p obably be
impossible in he medical and heal h ca e sec o .
(71) Tex books and educa ion so wa e need o be de ined as educa ional echnologies.
While housands o ex books and la ge amoun s o educa ion so wa e aiming a he
p omo ion o lea ning a e used daily by millions o s uden s wi hou being es ed o hei
e ec s and e iciency (and maybe coun e -e ec s), some educa ionis s a e con inced ha
educa ion echnology would be impossible ( o he p oblem o educa ion echnologies see
L.-M. Alisch 1995). On he o he hand i seems o be i al ha eache s should be quali ied
o make easoned decisions on he selec ion o educa ion so wa e and o ans o m his
knowledge cogen ly o pa icula cases and si ua ions.
84 G een Pape on Teache Educa ion in Eu ope
No es
(72) C . D. Schön (1983) and his concep o he e lec i e p ac i ione and i s implica ion
o eache educa ion.
(73) C . he ecen li ely discussions on he oles and asks o educa ional esea ch and
de elopmen in eache educa ion in Swi ze land closely ela ed o he p ocess o
inco po a ing ini ial eache educa ion in o he sec o o highe educa ion.
(74) C . also he de elopmen o “new” o ms o esea ch as e.g. he “Teache Resea ch
Mo emen ” (M. Coch an-Smi h & S. Ly le, 1999).
(75) The necessi y o a cohe en p ac ice componen in eache educa ion p og ammes has
been ecognised o a long ime. In he p ocess o b inging all o ms o eache educa ion o
uni e si y le el in Ge many, S. Robinsohn (1971) has submi ed a p oposal o es ablish a
“clinicum” a ached o uni e si y ins i u ions o eache educa ion compa able o he “clinical
acul ies” o medicine. Al hough “clinica” migh ha e been highly ele an o he p o ision
o cohe en p ac ice o p ospec i e eache s and a p o essionalised eache educa ion, he
p oposal ecei ed only limi ed a en ion in Ge many. The e iew on lea ning o each in
English speaking coun ies submi ed by M. Wideen e al (1998) highligh s he p oblems o
a cohe en p ac ice componen in p og ammes o ini ial eache educa ion.
(76) C . he highly de eloped sys em o model and aining schools a Aus ian Pädagogische
Akademien (H. B enn e al. 1997).
(77) See L. Da ling-Hammond (1994) o a comp ehensi e desc ip ion o he concep o
P o essional De elopmen Schools including a numbe o case-s udies.
(78) See B. Whi o d & P. Me cal -Tu ne (1999) o an analysis o bo h s eng hs and
p oblems o P o essional De elopmen Schools (PDS). While he bene i s o highe
educa ion ins i u ions and hei s uden s may be easonably sel -e iden , ou comes o schools
may no be so ob ious.
(79) C . H. Vonk (1994).
(80) C . he In e na ional School Imp o emen P ojec (ISIP) commissioned by OECD which
has b ough abou a la ge numbe o insigh s on e ec i e school de elopmen and he in-
se ice educa ion necessa y o ma e ialise i . See C. Day (1999) on condi ions o success ul
con inuous p o essional de elopmen .
(81) Con inuous p o essional de elopmen o eache s may be seen as one aspec o li e-
long lea ning. In ligh o his i has o be no ed as somewha o a pa adox ha in he “Yea o
Li e-long Lea ning” mos Membe S a es o he Eu opean Union ha e educed public
expendi u e o he in-se ice educa ion o eache s. Ano he disc epancy can be no ed i
he amoun o money spen on educa ing a ela i ely small numbe o new eache s is compa-
85
G een Pape on Teache Educa ion in Eu ope
No es
ed wi h ha spen on he con inuous p o essional de elopmen o he much la ge g oup
o p ac ising eache s.
(82) C . he concep o a di e si ica ion o he asks o eache s coupled o di e en o ms
o eache educa ion and ca ee s uc u es submi ed by he Holmes Commission (1986).
(83) Bo h he chap e s ERASMUS and COMENIUS o he Eu opean Commission ac ion
scheme SOCRATES ha e gi en suppo o he de elopmen o Pan-Eu opean in-se ice
educa ion based and modula ised mas e s p og ammes o eache s (e.g. Eu opean S udies,
Mul imedia Educa ion and Consul ing).
(84) In mos Membe S a es o he Eu opean Union oppo uni ies o acqui e special
compe encies o eaching in eache educa ion ha e no ye been de eloped. An Eu opean-
wide conso ium o uni e si ies composed o high quali y eache educa ion uni e si ies
will a emp o ackle his p oblem by es ablishing an all-Eu opean esea ch school o
( eache ) educa ion and p o iding special PhD-p og ammes o p ospec i e eache educa o s
(c . he ERASMUS applica ion EDIL co-o dina ed by Umeå Uni e si y).

93
G een Pape on Teache Educa ion in Eu ope
Annex
Sys ems and Models o Ini ial Teache Educa ion
The Thema ic Ne wo k o Teache Educa ion (TNTEE) has published an o e iew and
analysis o Teache Educa ion p og ammes in Eu ope (T. Sande e al., 1996). An upda e o
ha o e iew is o be ound in Sande (1999). The ex ha ollows builds upon hose ex s
and on he analysis by F. Buchbe ge (1994).
In he desc ip ion o sys ems o eache educa ion in he o me wel e Membe S a es o
he Eu opean Union J. Le Me ais (1991, p.1) es ic s he sel o “gene al egula ions
go e ning” eache educa ion o “ eache s o pupils o s a u o y school age and up o age
18+ in schools main ained o subsidized by he s a e. Teache s in nu se y, echnical o
oca ional schools and in special schools may hold di e en quali ica ions om, o in addi ion
o, hose employed in o dina y schools. Gi en he complexi y o hese di e ences, egula ions
speci ically go e ning he aining o hese eache s ha e been excluded”. On a coun y by
coun y basis she p esen s desc ip ions s uc u ed unde i e headings:
(i) ype o school,
(ii) ca ego ies o eache s (mos coun ies ha e mo e han one ca ego y o eache s,
depending on he educa ion ecei ed and/o on he ype o school in which s/he may
be employed),
(iii) equi emen s o admission o eache aining,
(i ) eache aining p ocess (e.g. le el, leng h and con en o eache educa ion o each
ca ego y o eache ),
( ) quali ica ions.
The limi a ions chosen may be in e p e ed as an indica ion o he many a iables ha ha e
o be conside ed in comp ehensi e desc ip ions and compa isons o sys ems and s uc u es
o eache educa ion in Eu ope. S udies compa able o ha o J. Le Me ais (e.g. F. Buchbe ge
1992; 1994, F. Vanisco e 1989, T. Sande e al. 1996, T. Sande 1999) seem o be con on ed
wi h simila p oblems. Di e ences in s uc u es o educa ion and ypes o school, di e en
ca ego ies o eache s (e.g. o di e en s ages o school sys ems, age g oups, ypes o school
o o di e en subjec s), and some imes e y pa icula ypes o eache educa ion o di e en
ca ego ies o eache s be ween and e en wi hin coun ies a e some o he issues ha make
compa isons di icul .
Al hough we a e e y well awa e o he p oblems ou lined abo e some basic s uc u es o
sys ems o eache educa ion in Eu opean coun ies will be desc ibed below. These
desc ip ions will ocus on ins i u ional and o ganisa ional ea u es and addi ionally hey
will deal wi h some selec ed elemen s o p og ammes o eache educa ion o eache s a
p ima y and seconda y school le els.
Va ious c i e ia may be used o ca ego ising sys ems and models o ini ial eache educa ion.
Because o he close ela ionships be ween school sys ems, ini ial eache educa ion and
94 G een Pape on Teache Educa ion in Eu ope
Annex
ca ego ies o eache s an app oach equen ly adop ed o ca ego isa ions a an o ganisa ional
and ins i u ional le el makes use o c i e ia such as
(i) s ages o he educa ional sys em (p e-p ima y, p ima y, lowe seconda y, uppe seconda y)
and/o
(ii) ypes o school (e.g. compulso y o non-compulso y, comp ehensi e o non-
comp ehensi e, ocus o educa ion: gene al o academic, oca ional educa ion, special
educa ion).
Al hough p oblems connec ed wi h his app oach a e ob ious (e.g. di e en meanings o
he e m uppe seconda y le el, di e en age anges o hese le els), i has been adop ed
he e o desc ibe some basic s uc u es o he sys ems o ini ial eache educa ion.
(1) Using he ca ego ies p ima y le el, lowe seconda y le el and uppe seconda y le el as
c i e ia h ee main ypes o sys ems o ini ial eache educa ion may be iden i ied:
(1.1) A i s ype whe e ini ial eache educa ion o eache s o comp ehensi e schools is
in eg a ed (p ima y and lowe seconda y le el), and whe e di e en o ms o educa ion o
eache s a uppe seconda y le el is p o ided (e.g. Denma k). The sys em o ini ial eache
educa ion in Sweden may also be g ouped in o his ca ego y. In Sweden he e exis wo
di e en o ms o ini ial eache educa ion o eache s o comp ehensi e schools: one o
g ades 1 - 7 and ano he o g ades 4 - 9.
(1.2) A second ype whe e di e en p og ammes a e o e ed o (p ospec i e) eache s a he
p ima y le el and a (lowe and uppe ) he seconda y le el (e.g. I eland, I aly and Spain).
The p og ammes which some imes consis o some componen s common o bo h o ms o
eache educa ion a e o ganised by ins i u ions o highe educa ion (uni e si ies). The du a ion
o s udies may be di e en (e.g. Spain) o iden ical (e.g. F ance).
(1.3) A hi d ype has he ollowing s uc u e: p og ammes o (p ospec i e) eache s a he
p ima y school le el, and di e en p og ammes o di e en ypes o school as well as ypes
o eache s a he lowe seconda y le el, which aim ei he a he lowe seconda y le el o he
lowe and uppe seconda y school le els. Examples o his ype a e e.g. Belgium, Ge many
and The Ne he lands.
(2) Teache educa ion o special needs educa ion may be p o ided by widely di e ing
s uc u es:
•In some coun ies (p ospec i e) eache s o special needs educa ion ecei e hei
educa ion in p og ammes unning pa allel o he educa ion o eache s a he p ima y
and (lowe ) seconda y school le els (e.g. Aus ia).
•Special needs educa ion may be an in eg al pa o he educa ion o p ima y school
eache s and specialisa ion s udies a e o e ed du ing hese p og ammes (e.g. Finland).
•In a hi d g oup o models eache educa ion o special needs educa ion is p o ided as
a pos -g adua e o pos -diploma p og amme o eache s (e.g. The Ne he lands and
Sweden).
95
G een Pape on Teache Educa ion in Eu ope
Annex
• Ve y specialised o ms o educa ion a e p o ided o deal wi h di e en g oups o
handicapped (e.g. he blind) in many coun ies.
(3) Some sys ems o eache educa ion may be cha ac e ised by ha ing highly de eloped
s uc u es and p og ammes o oca ional educa ion and aining (e.g. Aus ia, Ge many
and The Ne he lands), while o he s ha e no ye de eloped his sec o (c . Cede op 1995).
•Some coun ies p o ide ini ial eache educa ion o oca ional subjec s a lowe seconda y
le el (e.g. Belgium and The Ne he lands).
•O he coun ies ha e in oduced special p og ammes o eache s o “p ac ical subjec s”
in he sec o o oca ional educa ion (e.g. Aus ia o Ge many).
•Teache s o comme cial schools a uppe seconda y le el may ecei e hei educa ion
wi hin he highe educa ion sys em o a uni e si y le el (e.g. Ge many).
•Ini ial eache educa ion o eache s o echnical subjec s has no ye been de eloped
su icien ly in mos Membe S a es o he Eu opean Union (c. . Cede op 1995).
(4) Rega ding ins i u ions a which ini ial eache educa ion o eache s a he p ima y
school le el, a he lowe and uppe seconda y school le el is p o ided, h ee main ca ego ies
may be iden i ied:
(4.1) Some coun ies ha e inco po a ed all o ms o eache educa ion men ioned abo e
in o he uni e si y sec o (e.g. Finland, F ance, Ge many, G eece, Spain and Sweden). Despi e
his ac he p og ammes o e ed o (p ospec i e) eache s o he di e en le els o he
school sys em may a y no only in con en and cu icula s uc u es, bu in hei du a ion.
While he du a ion o s udies is o equal leng h o (p ospec i e) eache s a p ima y and
seconda y le el in F ance, i di e s in Finland, Ge many, Po ugal, Spain o Sweden.
(4.2) A second ca ego y sepa a es he di e en ins i u ions a which ini ial eache educa ion
is p o ided o di e en ypes o eache s. Teache s o he p ima y le el and some ypes o
school a lowe seconda y le el may be educa ed a ins i u ions a pos -seconda y le el (e.g.
Aus ia) o a ins i u ions o highe educa ion (e.g. Belgium and The Ne he lands), while
eache s o o he ypes o school a he lowe and a uppe seconda y school le el ecei e
hei eache educa ion a uni e si y le el.
(4.3) In a hi d ca ego y eache s o di e en ypes o school ob ain hei eaching ce i ica es
a ins i u ions loca ed a di e en s ages o he educa ional sys em and ha e di e en s a us
and i is up o he (p ospec i e) eache o chose whe e s/he in ends o s udy (e.g. Poland).
(5) Recen decisions in England and Wales ha e shi ed he esponsibili y o ini ial eache
aining o schools (“school-based eache aining”) and changed and educed he ole o
ins i u ions o highe educa ion in ini ial eache educa ion
(6) Ins i u ions a which (p ospec i e) eache s a e educa ed ha e e y di e en pa e ns o
o ganisa ion:
(6.1) In some coun ies ini ial eache educa ion o eache s a he p e-school le el is
96 G een Pape on Teache Educa ion in Eu ope
Annex
o ganised in schools a he uppe seconda y le el (e.g. Aus ia).
(6.2) The e exis colleges o eache educa ion as single-pu pose ins i u ions (e.g. Aus ia
and Denma k).
(6.3) Ini ial eache educa ion may be pa o ins i u ions o highe ( oca ional) educa ion o
poly echnics (e.g. Belgium and The Ne he lands).
(6.4) A he uni e si y le el di e en pa e ns may be obse ed:
•Ini ial eache educa ion p og ammes may be o ganised in depa men s o eache
educa ion (e.g. Finland).
•O he coun ies ha e op ed o schools o educa ion (e.g. Spain).
•In agmen ed s uc u es esponsibili ies o ini ial eache educa ion a e no always clea
and eache educa ion is spli up in o a numbe o un ela ed depa men s and/o acul ies
(c . he si ua ion a mos Ge man uni e si ies a which eache s ecei e he i s heo e ical
pa o hei educa ion).
•In some coun ies he esponsibili ies o ini ial eache educa ion a e spli up in o di e en
ins i u ions: he uni e si y is esponsible o a i s and mainly heo e ical pa o eache
educa ion; local school boa ds, pedagogical ins i u es and schools o a second and mainly
“p ac ical” pa (e.g. he Aus ian model o he educa ion o (uppe ) seconda y school
eache s and he Ge man wo-phase sys em).
(7) The du a ion o p og ammes a ies om e y sho cou ses (e.g. ini ial eache educa ion
o eache s in oca ional, comme cial and echnical schools in many coun ies) up o
p og ammes las ing i e yea s and mo e (e.g. F ance, Ge many and Spain). Wi h ew
excep ions all p og ammes o eache s a p ima y and seconda y school le el now ha e a
minimum du a ion o h ee yea s.
(8) The p og ammes ha e di e en o ganisa ion and s uc u e:
(8.1) In concu en models he di e en componen s o eache educa ion (educa ion s udies,
subjec s udies, Me hods, Didak ik o Fachdidak ik, eaching p ac ice) ha e o be s udied
pa allel o one ano he .
(8.2) In in eg a ed models hese componen s a e no only o e ed a he same ime, bu in an
in eg a ed way mainly ocussing on p o essionally ele an opics and in eg a ing “ heo e ical”
and “p ac ical” s udies. Many p og ammes o he educa ion o p ima y school eache s
ollow a concu en model and a end owa ds in eg a ed and/o modula ised models may
be obse ed (e.g. in he No dic coun ies).
(8.3) In consecu i e models (p ospec i e) eache s ha e o s udy academic disciplines o
subjec s (and some imes educa ion s udies) a i s . This pa is hen ollowed by p o essional
s udies and eaching p ac ice (e.g. he English Pos g adua e Cou ses in Educa ion). Se e al
models o eache educa ion o eache s a he seconda y school le el a e consecu i e.
(8.4) Modula ised models o ini ial eache educa ion o e clea ly de ined modules and i is
97
G een Pape on Teache Educa ion in Eu ope
Annex
up o he eache s uden o make decisions in which sequence s/he will ake he di e en
modules. Some No dic coun ies inc easingly o e models o his ype.
(8.5) A u he dis inc ion may be made be ween so-called “one-phased” and so-called “ wo-
phased” models o eache educa ion.
•In one-phased models he success ul comple ion o ini ial eache educa ion a ins i u ions
o eache educa ion pe mi s he (p ospec i e) eache o apply o a pos a schools.
•In wo-phased models (p ospec i e) eache s i s ha e o comple e (mainly) heo e ical
s udies a ins i u ions o eache educa ion (“ i s phase”). This “ i s phase” is ollowed
by “p ac ical s udies” a schools and special cou ses dealing mainly wi h (subjec ) didac ics
(e.g. he Ge man “Vo be ei ungsdiens ” o he Aus ian “Un e ich sp ak ikum”). Local
school boa ds and local pedagogical ins i u es sepa a ed om he uni e si y a e
esponsible o his “second phase”. A success ul assessmen o he asks (p ospec i e)
eache s ha e o ul il du ing his “second phase” o ms a necessa y condi ion o ge ing
he s a us as a ully- ledged eache . This “ wo-phased model” as execu ed o example
in Ge many ends wi h a so-called second s a e examina ion (“S aa sp ü ung”) and may
be seen as an indica o o he impo ance he s a e a ibu es o eache s and eaching
(and hei con ol).
(9) The cu icula and con en s o ini ial eache educa ion a y conside ably. The amoun o
eaching p ac ice eaches om almos no hing up o mo e han i y pe cen o he o al
s udy ime. The same applies o s udies in educa ional sciences, p o essional s udies as well
as o subjec s udies (c . ha eache s o he same age ange ecei e in Ge many an academic
educa ion in one o wo academic disciplines while hey in he neighbou ing coun y o
Denma k ecei e an educa ion in a ich a ie y o school subjec s).
(10) Ins i u ions o eache educa ion a e ei he s ic ly con olled by he s a e (e.g. by a he
na owly concei ed na ional guidelines, e.g. England and Wales) o ha e a ela i ely high
deg ee o au onomy (e.g. Finland, Po ugal o Sweden).
(11) Ins i u ions o ini ial eache educa ion may ei he ha e close links o schools (e.g.
England and Wales), o he school sys em and o school imp o emen o hey may be sepa a ed
om schools (e.g. Ge many).
The ins i u ional, o ganisa ional and cu icula ea u es ou lined abo e e lec only some o
he many cha ac e is ics in which sys ems and models o ini ial eache educa ion di e
bo h wi hin and be ween Eu opean coun ies. Ins i u ional, o ganisa ional and cu icula
ea u es a e only h ee - and as some obse e s hink no he mos impo an - o he many
in eg al componen s o he complex social sys em o ini ial eache educa ion.

TNTEE PUBLICATIONS
Volume 1, N 1, Augus 1998
Voca ional Educa ion and T aining in Ge many and Sweden
S a egies o con ol and mo emen s o esis ance
and opposi ion. Repo om a symposium
Edi ed by Lisbe h Lundahl, Theodo Sande
h p:// n ee.umu.se/publica ions/publica ions_uk.h ml
Volume 1, N 2, Sep embe 1998
New Flexibili ies in Teache Educa ion?
Pape s o a symposium o TNTEE sub-ne wo k A
a he ECER in F ank u , Sep embe 1997
Edi ed by Theodo Sande
h p:// n ee.umu.se/publica ions/publica ion1_2.h ml
Volume 2, N 1, Oc obe 1999
Didak ik/Fachdidak ik as Science(-s) o he Teaching P o ession?
Edi ed by B ian Hudson, F ied ich Buchbe ge , Pe i Kansanen, Helmu Seel
h p:// n ee.umu.se/publica ions/publica ion2_1.h ml
Volume 2, N 2, Decembe 1999
Teache Educa ion in Eu ope in he la e 1990’s
E alua ion and Quali y
Edi ed by Theodo Sande
h p:// n ee.umu.se/publica ions/publica ion2_2.h ml
TNTEE JOURNAL
Volume 1, N 1, Decembe 1999
The De elopmen o Inno a i e S a egies o Coope a ion be ween
Teache Educa ion Ins i u ions and Educa ional Se ices
Issue edi o : Tony Ba es
h p:// n ee.umu.se/publica ions/jou nal1_1.h ml
Bo h se ies a e a ailable in pape e sions a a nominal cos .
They may be o de ed om:
Thema ic Ne wo k o Teache Educa ion in Eu ope (TNTEE)
c/o Ma ie Kå eb and ([email p o ec ed])
TNTEE Edi o ial O ice
SE-901 87 Umeå
Sweden
The TNTEE WEBSITE
TNTEE publishes in o ma ion abou impo an de elopmen s in eache educa ion,
con e ences, publica ions e c on i s websi e
h p:// n ee.umu.se
Thema ic Ne wo k on Teache Educa ion in Eu ope
Fakul e snämnden ö lä a u bildning, Umeå uni e si e
ISBN 91-973904-0-2