“Improving Teacher Quality:
Trends in European Countries”
Address by Prof. John Coolahan
To the
OECD – Mexico Joint Conference
Improving Quality in Education
10 December 2008, Mexico City
“Improving Teacher Quality for the
Knowledge Society”
Structure of the Address
• Teacher Quality an International Concern – Why?
• Schooling in the Knowledge Society
• Focus on the Teacher as Key Social Mediator
• Distillation of Good Practice Trends
• Need for Comprehensive Policy on Teaching Career
• Recruitment for Quality
• Qualitative changes for Teacher Education Departments
• Curriculum of ITE – Evaluation
• Induction and INSET (CPD)
• Some Career Issues and Quality
Teacher Quality: A Major International
Concern
• Range of Studies e.g.:
- OECD:
• Teachers Matter (2005); School Leadership (2008)
• Talis 
- EU:
“Education of Teachers and Trainers” (2002-06)
- World Bank:
“Learning to Teach in the Knowledge Society” (2005)
- UNESCO:
“Education for all: The Quality Imperative” (2005)
- McKinsey Report:
“Best Performing School Systems”(2007)
• Why the Concern?
• What are the Main Implications?
Features of the Knowledge Society
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Depth and Extent of Societal Change
Accelerated Growth of Knowledge – All Disicplines
Globalisation – Impact
Impact of the ICT Revolution
Demographic Trends H.R.D.
Changing Character of Work
Multiculturalism
Press for Accountability/Transparency
Internationalisation of Educational Thought, Practice
Unprecedented Historical
Challenge
• To Educate People for Longer Periods of their
Lives than Ever Before in History
• To Educate the Most Diverse Student Body in
our History to Higher Standards than Ever
Before.
• In Developed Countries – the Era of Lifelong
Learning
• Need for New Educational Outcomes,
Capabilities, Characteristics
 The Changing School
 The Teacher as Key Social Mediator
The Changing School in the
Knowledge Society
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Extended Role
Inclusive Clientele
Centrality of Quality Teaching and Learning
Emphasis on “Learning to Learn” Motif
Curricular, Pedagogic and Assessment Reform
Integration of ICT
Whole School Planning
Teamwork, Collegiality
Relations with Parents, External Agencies
Teachers are central to schooling. They are even more
critical as expectations grow for teaching and learning to
become more student-centred and to emphasise active
learning. They must be in the vanguard of innovation,
including the informed, judicious use of ICT. Teachers must
work in collaboration with colleagues and through networks
as well as through active links with parents and the
community.
This calls for demanding concepts of professionalism: the
teacher as facilitator; as knowledge, expert individual; as
networked team participant, oriented to individual needs;
engaged both in teaching, and in research and
development. The role of the school principal in providing
leadership is particularly critical.
OECD
Providing the conditions which adequately support
teachers and trainers as they respond to the
challenges of the knowledge society, including
through initial and inservice training in the
perspective of lifelong learning and securing a
sufficient level of entry to the teaching profession,
across all subjects and levels, as well as providing
for the long-term needs of the profession by making
teaching and training even more attractive.
(Council of European Union Educ. 27, 6366/02)
McKinsey Report (2007)
• Three Things Matter Most:
– Getting the Right People to Become Teachers
– Developing Them into Effective Instructors
– Ensuring the System is able to Deliver the
best possible Instruction for Every Child.
Dilemma
Increasing Demands on Teachers
In Knowledge Society
Image
Recruitment
Induction
Retention
Ageing
Feminisation
Salary Slippage
Conditions of Work
Problems of Teaching
Coherence of Policy
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Recruitment / Retention
I.T.E.
}
Induction
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3 I’s
Inset
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Professional Development / Diversification
Ed. Research and Teachers
Salaries
Conditions of Work/ Welfare
Teaching Resources, ICT etc.
Role in Policy Formulation
Self-Regulation
Teacher Education and the
Teaching Profession
• Much Variation Internationally
• Shaped by Historical, Cultural, Religious,
Economic, Political Influences
• Yet Increasing Commonality of Issues and
Policies
• Aim to Distil Key Trends
• Improving Teacher Quality is not “A Quick
Fix” - needs sustained attention
Recruitment / Selection Issues
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Image of Profession
Quality Needed
Varied Pattern
Role Models
Female/Male Imbalance
“Mature” Students
Provision for Career Transfers
Mode of Selection
Changing Profile of Education Departments
Initial T.E.d.
Professional
Networks
Induction
School-based
INSET (CPD)
Policy /
Consultancy
Postgrad.
Studies
H.Dips,
International
Contributions
Linkages
Masters
Doctorates
R & D Projects
Synergies, Benign Cycle
Research
Curriculum of I.T.E.
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Subject to On-going Reforms
Components: Academic Subjects
Educational Sciences
Methodologies / Didactics
Teaching Practice
Rationale – “The Reflective Practitioner”
Variety of Teaching – Learning Styles
Small-group and Individual Attention
Incorporation of ICT
Research Emphasis
Variety of Methods
• Lectures
• Tutorials
• Teaching-Learning Seminars on Subject
Teaching
• Small Group Work in Teaching Labs
• Video Work
• Individual “Hands ON” Technology Sessions
• Workshops
• Teaching Practice
• Guidance and Feedback
School-Based Experience
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Increasing Importance
Nature of the Experience
Patterns of Placement
Not Just T.P.
College-School Partnerships
Role of School Mentors – Training Rewards
Evaluating T.P.
Linking Theory and Practice
Promotion of Action Research / Self Appraisal
Evaluation of T.Ed.
• Much Emphasis on Outputs, Competences –
Varied Approaches to Competences
• Significance of Reflective Journals, Research
Projects
• Quality Assurance Processes – Peer Evaluation
• Student Evaluations
• Views of Inspectorates / Stakeholders
• Professional Bodies / Teaching Councils
• Views of Teacher Unions.
Induction
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Idea Generally Accepted
Variation of Policy Response
Draw on Good Practice / Pilot Experiences
Plan for Reduced Workloads
Mentor Provision and Training / Role
Partnership of Schools, Teaching Institutions
Education Centres, Support Services
• School Leadership Role
• Problems of P.T. Beginning Teachers
• Induction Distinct from Probation
INSET__________C.P.D. (1)
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Integral to Career – Investment
Broad Interpretation within Strategic Policy
Compulsory – Voluntary – Rights
Variety of: Types, Providers, Themes, Duration
Time / Timing
Linked to Career Stages
Methodology – Interactive
Involvement of the Profession
INSET ___________C..P.D. (2)
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Award-Bearing: College-Based, Distance Ed.
School-Based Dimensions
Sustained R. & D. Approach
Clusters / Network Approach
New Initiatives – Support Groups, Education
Centres
• Research Aspects
• Evaluation / Feedback
Some Career Issues  Quality
• Policy on Probation
• Support for Teachers in Disadvantaged
Contexts
• Career Mobility / Flexibility
• Diversification of Career Structure
• Policy on Chronically Incompetent
Teachers
• Needs of Older Teachers