Green paper on teacher education in Europe: high quality teacher education for high quality education and training

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