Education²: Policy support for Teacher Educators
Perspectives on Teacher Educator policies
in European countries: an overview1
Working Document
Author: Francesca Caena
1
This overview highlights common issues, as well as significant characteristics and possible
developments, regarding policy and provision on Teacher Educators across a certain number
of European countries (18).
2
Complementing the first mapping of the policy field at the PLA in Reykjavik, the perspectives
outlined here refer to information gathered by the members of the Thematic Working Group
'Professional Development of Teachers' by means of contacts and discussions with selected
stakeholders in their respective national contexts. According to a small-scale qualitative
approach, these exploratory inquiries were aimed at gauging stakeholders' awareness and
knowledge of the topic, as a preparatory phase to participation in the Peer Learning
Conference.
Introduction
3
The degree of involvement and policy action about Teacher Educators’ profiles, quality and
professional development, is described as either low or non-existent in half of the national
reports analysed (CY, CZ, DK, ES, HU, PL, SI, IS, HR). There are, though, signs of growing
interest in an almost equal number of countries (8): AT, BE(nl), DE, EE, FI, IE, LU, NO) –
generally within comprehensive (teacher) education reform policies striving for quality
improvement from a lifelong learning perspective. The case of the Netherlands is exceptional
in that it demonstrates high policy interest at all levels, with substantial provision and
initiatives in place.
4
Among the variables affecting Teacher Educator policies and practices, the most significant
ones appear to be the following:
-
degrees of control and support at the state, regional and local levels for policies on
Teacher Educators (including availability of budget)
institutional responsibilities and roles for quality in Teacher Education
types and dimensions of institutional contexts and settings
degrees of definition of Teacher Educators’ profiles and requirements (i.e. in Higher
Education Institutions (HEIs), schools, CPD), and career paths available
school teaching levels and possibly, subject areas.
5
Links with other issues and policy areas could be found in stakeholders’ discussions: teacher
competences frameworks; quality assurance and evaluation in Teacher Education providers;
1
The overview is based on the analysis of 19 national reports, of quite heterogeneous length (5-18 pp), referring
to 18 countries: AT (2), BE nl, CY, CZ, DE, DK, EE, ES, FI, HR, HU, IE, IS, LU, NL, NO, PL, SI.
1
the continuum of Initial Teacher Education, induction and CPD; wide definitions of teacher
learning (formal, non formal, informal); the validation and recognition of learning outcomes.
6
Key issues in relation to Teacher Educators are often described in national reports as
intertwined with Teacher Education features, settings and institutional roles:
-
7
weak conceptualisations, identities, status, agency and professional organisation of
Teacher Educators
limited or absent formal recognition, regulations and standards concerning Teacher
Educators’ professionalism
heterogeneity of profiles, qualifications, experiences, settings, identities and institutional
constraints
absence of consensus on requirements (minimum qualifications and experiences), linked
with quality control and institutional responsibilities for selection
absent or limited support and regulations about initial training, induction and CPD for
Teacher Educators
lack of systemic and effective collaboration between different stakeholders, institutions
and Teacher Educators.
The remainder of this paper explores these issues in more detail, summarising the views
expressed in the national papers.
1. Definition of the Teacher Educator profession:
issues and possible developments
8
The wide definition of Teacher Educators agreed at the PLA meeting in Iceland (“All those
who actively facilitate the (formal) learning of student teachers and teachers”) includes
Higher Education academic staff with a responsibility for Teacher Education, research or
subject studies and didactics, as well as teaching practice supervisors, school mentors,
induction tutors and networks of induction supporters. It would seem to comprise also those in
charge of teachers’ continuous professional development (CPD).
9
In several countries there appears to be a narrow or non-existent conceptualisation of the
Teacher Educator profession. In these cases, typically, there is vague or absent legislation
which does not guarantee formal recognition of Teacher Educators or common quality
requirements for selection (e.g. CY, CZ, DK, ES), or sees Initial Teacher Education and CPD
as separate in terms of providers, trainers, standards and curricula (PL).
10
The absence of a specific profession or common definition at the national level applies also to
Finland – which, however, does set national requirements at least for Teacher Educators in
teacher training schools – and to Germany, except for those involved in the final qualifying
stage of Teacher Education (Ausbilder). The concept of Teacher Educator thus appears still
unclear, as to whether it is limited to the ones in universities or also extended to school
mentors (IS). The issue is of particular significance in contexts involved in recent Teacher
Education reforms and restructuring of Teacher Education Institutions (e.g. AT, IS).
11
In narrower conceptualisations, only university Teacher Educators of pedagogy and didactics
are defined as such (HR); stakeholders acknowledge the need to widen the definition if it
2
excludes mentors, guidance counsellors and CPD teacher educators (BE, nl). In some cases,
there is a slightly broader conceptualisation of Teacher Educators, which includes university
lecturers as well as those concerned with teaching practice, but excludes those involved in
teachers’ professional development. However, there are, in some cases, discussions about
changing state regulations to widen the definition, considering all school-based mentors as
Teacher Educators, and thereby working out quality criteria for CPD educators as well (EE).
12
The wide definition can be considered as acceptable in seven countries (AT, IE, NO, HU, LU,
NL, SI), and is understood as involving Teacher Education academic staff, CPD educators as
well as school-based teacher educators.
13
In some countries (AT, IE, IS, NO), the influence of recent education reforms is evident. For
example, Austria’s University Colleges for Teacher Education (Initial Teacher Education for
compulsory schooling and CPD) adopt a broad definition and understanding of the Teacher
Educator profession, which has been used in recent national reform and debate about Teacher
Education. However, there is still no formal profession for Teacher Educators in universities
(lower and upper Initial Teacher Education for academic schools), where Teacher Education
belongs with the department for Teacher Education and school research, and subject didactics
lecturers. The fragmentation of the system, and the difference in terminology across subject
areas, are due to be addressed through reforms entailing a clearer definition of the Teacher
Educator.
14
In Germany, the particular nature of Teacher Education – with two qualifying phases, regional
differences, and ongoing changes related to the Bologna Process – means that the role of
Teacher Educators can be very diverse. They may be linked with academic or practical studies
and activities, work within different institutional settings (universities or teacher training
colleges) and programme models (concurrent, consecutive or integrated), and thus often work
with mixed audiences. Moreover, Teacher Educators from all three phases of Teacher
Education (Initial Teacher Education, qualifying phase and CPD) are involved in staff
exchanges, in the context of lifelong learning.
15
In Ireland, it appears that there is a tendency for different stakeholders to conceptualise
Teacher Educators in diverse ways. As a result of recent policies on teachers’ professional
development (the Teaching Council’s Policy on the Continuum of Teacher Education), a more
inclusive view of the Teacher Educators is now considered necessary, encompassing all
facilitators of learning and professional development, not only of student teachers, but also of
teachers in induction and CPD.
16
In Norway, the inclusion of induction mentors as Teacher Educators is still controversial,
because there are no formal qualifications or training requirements for this group of staff to
date. It has also been argued that given the role of the school community in providing support
during school practice, all teachers in the host institution should be considered as Teacher
Educators, although there are concerns this may take the concept too far.
3
2. Teacher Educator identity and commitment:
issues of recognition and difference
17
The description of the four sub-identities of Teacher Educators (as school teachers, teachers
in higher education, researchers and teachers of teachers) by Swennen et al (2010) is useful
for understanding issues related to the identity of Teacher Educators.
18
In most countries the process of formal recognition and development of Teacher Educators’
identity and sub-identities has not started, or is just beginning (e.g. AT, CY, BE nl, EE, NO,
SI); despite the growing relevance of Teacher Education, their role or quality is still often
under-valued and poorly regulated. This is in part due to fragmented and heterogeneous
responsibilities for selection and recruitment. Recent debates, mergers or reforms concerning
Teacher Education institutions (distinguished, in some countries, between colleges and
universities), have caused further tensions as well as possibilities (AT, DE, DK, HU, IS).
19
Despite differences of qualifications and settings, there are examples of cases where all
Teacher Educators working within a university, school or CPD Department, consider
themselves as such. In these cases, school mentors view their role to be as relevant as that of
university Teacher Educators (e.g. LU, NL).
20
Generally, though, there is often a divide in perspectives on and by Teacher Educators,
affected by location (within academia or practice) and responsibilities (research or teaching
in universities). Also, definitions can be formal and objective, or subjective and related to
vision and professional ethos. Status issues and tensions between Teacher Educators with
different qualifications, subject specialisations, and training contexts, are often due to lack
of clarity and coordination in relation to their different roles in schools and universities (BE
nl, CY, NO).
21
In Austria, Teacher Educator identity is due to be strengthened by the establishment of a
School of Education at Innsbruck University, with the aim of promoting quality and profiling
the Teacher Educator’s responsibilities and professionalism with input from key stakeholders.
In addition, Teacher Educators in University Colleges of Teacher Education, who because
they work in this context have an established identity, have been leading a parallel process of
quality development, developing research competences, so far considered to be of a lower
level than in universities. In an uncertain balance between different sub-identities, though,
Teacher Educators who have stronger academic and research competences, can often be found
to lack teaching and school experience (DE, DK).
22
Centres for Teacher Education, established by a federal policy approach in all German
university providers, are considered to have potential for future engagement on the question
of the Teacher Educator profession, by stimulating future cooperation and research on
teaching and learning, involving different roles and partners. As a consequence, university
Teacher Educators and Ausbilder offer CPD courses jointly in the second qualifying phase,
and the school practice experience can give opportunities for joint research, training and
supervision processes involving university based professors, mentors, expert teachers and
future teachers. Action research cooperation on a regional level, therefore, is due to promote
implicit and explicit competence development of both Teacher Educators and school learning
communities. Moreover, policy debates prompted by the Bologna Process, are concerned with
encouraging stronger integration and synergy among the three phases of German Teacher
Education in a learning continuum perspective. The intention is to promote intensive links
4
between theory and practice and tailored approaches to competence development in the
different training stages through staff exchanges and joint seminars in different institutions.
This is viewed as conducive to changes in Teacher Educators’ profiling and identities in both
Teacher Education phases.
23
In the Netherlands, the professional identity of teacher educators is strong, as demonstrated by
the significant membership of the Dutch Association for Teacher Educators (VELON). It is
further strengthened through the establishment of a professional standard and register of
Teacher Educators, recognized by the ministry. The VELON is a valued stakeholder within
Teacher Education debates and receives funding for projects and research supporting the
Teacher Educator profession.
Teacher Educators at University
24
Generally, university Teacher Educators identify and value themselves as such (AT, BE nl,
DE Ausbilder, EE, FI, HU, IE, SI), and they may belong to professional associations. In
Belgium (Flanders) and in Cyprus, however, they have little agency over the (teacher)
education policy agenda, unlike in Finland or the Netherlands. Where an effective balance
between academic and pedagogical aspects is struck within research-based Teacher
Education, Teacher Educators in universities seem to be able to develop three of the cited subidentities (as teachers in higher education, researchers and teachers of teachers), with a
growing focus on pedagogical subject content knowledge linked with applied research (FI).
25
In particular, Teacher Educators in Teacher Training Colleges tend to have a strong sense of
professional identity – as school teachers, teachers of teachers and teachers in higher
education (e.g. AT, DE). For example, in Germany, Teacher Education Institutions recruit
experienced teachers as Ausbilder under their jurisdiction, often for temporary assignments
and with the offer of career incentives.
26
Among Teacher Educators working in universities, though, professional identity varies
strongly, according to Teacher Education relevance in the strategic profiles of academic
institutions, and therefore varying requirements for Teacher Educators’ selection. For
instance, teaching experience was until now required for a post in subject didactics, teaching
and learning research or pedagogy in German universities where Teacher Education plays a
key role (e.g. University of Kassel).
27
Furthermore, the distinction between faculty staff and Teacher Educators within university
may be unclear, when recruitment and roles may be the same; in other cases, staff are not
integrated, especially when hired on a casual or part-time basis. If university Teacher
Educators consider Teacher Education as only one of their tasks, the development of a feeling
of identity can be hindered (BE nl, DE, IE, IS). There can be a challenge and responsibility
for the Teacher Education Institution in making these professionals see themselves as Teacher
Educators within an integrated approach, and not only subject specialists or researchers. It
might be fruitful to think of teams of Teacher Educators where team building focuses on
common identity and shared responsibility as Teacher Educators, under the leadership of the
team coordinator (NO).
28
The controversial status of Teacher Educators in academic hierarchy, related to the production
and application of knowledge, represents another challenge for Teacher Educator identity and
commitment (CY, ES, HU, NO, PL, SI). This may drive the best Teacher Educators to
5
dedicate themselves to research or teaching at Masters level in their subject specialist areas ,
rather than to training and supervising teachers. Because of the autonomy of universities, the
roles of Teacher Education leaders and education authorities are considered to be vital in
order to highlight the value of being a Teacher Educator, underscoring the pedagogical,
psychological and didactic aspects of their work, key competences and commitment to
collaboration (HU, NO).
29
‘Soft’ methods for strengthening the identity and commitment of Teacher Educators at the
local, institutional level might include a focus on developing effective and on-going
relationships and cooperation between schools and Teacher Educators, to ensure they stay in
touch with the reality of school life. In addition, the state can have an important role to play in
providing a supportive legal framework that assures high quality, taking into account teaching
experience and extra-curricular activities of academic staff as fulfilment of quality assurance
standards (DE, HU).
Teacher Educators in schools
30
The professional identity and recognition of school mentors is a key issue that emerges from
the national discussions. School mentors may fail to identify themselves as Teacher
Educators, and there are several key challenges to achieving a strong professional identity:
-
31
Mentors are not always formally recognised, and the induction mentor’s role can be more
significant than the Teacher Education mentor’s, in relation to time spent with the mentee
and commitment to the profession (HR).
Reforms of mentoring in schools, towards the collective tutoring of school communities,
can undermine the status and working conditions of mentors (IS).
The shortage of Teacher Educators (and teachers) can also affect the professional quality
of mentors and tutors for Initial Teacher Education and induction (BE nl, CY, LU).
There is a need for a sound theoretical training of all Teacher Educators, in an integrated
programme of Teacher Education bridging the gap between theory and practice (LU).
Interestingly, though, online tutors and induction mentors are strengthening the concept of
practitioners as Teacher Educators (IE).
3. Teacher Educator Competences and Standards:
taking steps to clarify competence requirements
and stakeholders’ involvement
32
The issue of the quality and selection of Teacher Educators is important to the debate,
particularly where countries are undergoing educational reform; it is linked with the need to
clarify and prioritise key competences required – whether academic qualifications and
research credentials, teaching competences, or attitudes. In many countries, there are currently
efforts to define the competences of teachers and a focus on the competences of Teacher
Educators tends to follow on from this process.
33
The basic mapping of key competences required of Teacher Educators, as outlined in the
Iceland PLA report, includes first order and second order teacher competences, knowledge
development/research, as well as system, transversal, collaboration and leadership
competences (PLA Iceland, 2010). Stakeholders’ discussions on the necessary competences
6
of Teacher Educators often refer to many of these elements, sometimes mirroring parallel
references to teachers’ key competences (DE, EE, ES, FI).
34
Most countries have no specific qualification requirements for Teacher Educators, nor
professional standards or models of competences– with the exception of academic
competences which are stated in the Higher Education context. Even where professional
standards are in place, clear national requirements about minimum qualifications may be
lacking, and are currently under debate (NL).
35
This situation has often given an appreciated freedom of decisions to those responsible for
Teacher Educators’ recruitment, which so far could depend as much on professional
experience as on academic qualifications– especially in Teacher Education programmes partly
at BA level. Tensions between the relevance of academic and research skills on one hand, and
of teaching competences or experience on the other, thus feature prominently in the debate
concerning competences of Teacher Educators (e.g. DK).
36
The national reports emphasise that competences of school mentors require clarification. A
particular issue is that mentors for induction and mentors for Teacher Education may be
appointed by different institutions (school or university), and so there could be differentiation
of all expected competences (HR, IS). The need for the development of standards and registry
for the recruitment of school mentors is thus expressed.
37
It was also highlighted that competences are likely to differ with different responsibilities, and
that requirements should be clearly set out at the recruitment stage, considering the Teacher
Educator as a member of a cooperating team. Complementarity of staff within areas,
strengthening partnerships, and competence description on a team level including a mix of
different profiles (e.g. subject specialists, pedagogues, mentors), have been mentioned as
attractive ideas. Therefore, teaching experience is not considered necessary for all Teacher
Educators on entering the profession, although they should have completed Teacher
Education and teaching practice, and have basic pedagogical skills (BE nl, CY, EE, IE, NO,
SI).
38
In the main, standards and competence requirements for Teacher Educators are viewed as a
task for central authorities (e.g. national advisory boards, accreditation commissions, the
Ministry), working together with university and school staff (AT, CZ, EE, IS, NO).
39
Legislation currently under development in Austria, describing the duties and responsibilities
of Teacher Educators in University colleges, should provide a point of reference for the
description of necessary competences, working in parallel with a Quality Act recommending
the competence requirements of Teacher Educators working in schools and CPD.
40
In Germany, national Standards for Teacher Education offer guidelines for teachers’ and
Teacher Educators’ quality, requiring specific knowledge from Teacher Educators. Those
working in Teacher Training Colleges (Ausbilder) are generally expected to have the
competences mapped in the Iceland PLA – including intercultural, collaborative, supervising
and pedagogical competences.
41
In Ireland, revised criteria for Teacher Education providers, developed by the Teaching
Council, now express requirements for staff responsible for student teachers’ learning – a
higher level qualification than the taught one, teaching and training experience, research
activity, as well as support to theory-practice integration processes – with a view to
7
developing similar sets for teacher educators involved in induction (mentors, workshop
facilitators). The need is felt for a discussion forum of all stakeholders, particularly schools,
about broad definitions of standards encompassing all those involved in Teacher Education.
42
In Norway, as a consequence of past quality assurance evaluation of low formal competencies
in Teacher Educators, there has been too much focus on their academic requirements,
downplaying pedagogical competences. A better balance is expected as a result of recent
reform about the quality and integration of Teacher Education: a comprehensive programme
by the Ministry of Education and Research aims to enhance the competences of student
teachers and teachers with the involvement of universities, schools and other educational
stakeholders (unions, school leaders, local authorities). It should move towards a common
understanding of Teacher Educators’ requirements and increase their competences, status and
career options.
43
In few countries, competences for Teacher Educators have been partly defined (EE, FI). In
Finland, the national requirements for Teacher Educators working in Teacher Training
institutions include MA qualifications and advanced Education studies (at least 90 ECTS); the
Teacher Educator’s profile seems close to the competence set of the Iceland PLA. In Estonia,
guidelines about induction mentors’ competences are used for their selection in schools, and
underline the importance not only of first and second order competences, but also of
professional attitudes – such as commitment, responsibility, willingness to support and
supervise. As for CPD trainers of the public sector, competences are defined by law in a few
cases (e.g. PL).
44
The Netherlands have developed a complete set of Teacher Educator standards, now in place
for more than ten years, and subject to revisions to include school-based Teacher Educators,
and currently, competence levels. This is complemented by the development of a specific
knowledge base that describes the key elements of being a Teacher Educator, undertaken
jointly by the professional association VELON and the Free University.
45
Also initiatives on the level of academic institutions can represent interesting starting points,
such as the categorisation of Teacher Educators in order to develop professional career
models related to teaching practice schools, where Teacher Educators can express and deploy
multiple sub-identities and competences – teaching, supervising and carrying out action
research (EE, University of Tartu).
46
In Belgium (Flanders), a developmental profile for teacher educators was devised by one
Teacher Education network, in consultation with other networks; it is to be disseminated by
the professional association of Teacher Educators. It is considered that the definition of
minimal levels in this professional profile is important, with a possible facilitating and
supporting role for the Ministry.
47
In Luxembourg, a university working group is in charge of clarifying competences for teacher
educators in primary education, driven by recent policies to improve the quality of education,
facilitating collaboration between university faculty and school mentors, for teaching and
learning improvement in schools. A university research project has also been launched to
develop a handbook for secondary school teacher educators, who all receive specific training.
Subject area coordinators in schools are linked to universities, and liaise with all school
teacher educators in regular meetings. Finally, Luxembourg University’s ‘Management and
Coaching’ Masters degree offers courses for the development of Teacher Educators’ specific
8
competences, with the possibility of a shorter route than the standard 120 ECTS (Certificate
of Advanced Studies, 20/30 ECTS).
4. The lifelong learning of Teacher Educators:
professional development and systematic support
48
Stakeholders acknowledged the importance of Teacher Educators’ quality, professional
development and constant evolution of competences, as well as quick adaptation to changing
needs.
49
In most countries, however, there is little official action or interest about the professional
development of the wide group of Teacher Educators, who thus rely mostly on self-directed
initiatives. There is no official initial training or systematic induction, and no formal
regulations in relation to professional development, which generally depends on specific
institutional policies; professional development for school mentors is often lacking, or not
compulsory.
50
The professional development of Teacher Educators is generally viewed as the responsibility
of employers. However, this responsibility can be allocated separately to universities and
schools according to Teacher Educators’ roles and tasks, with different visions and practices.
Issues of insufficient funding, incentives, or research opportunities for professional
development, and lack of coordination between institutions are highlighted in the national
reports. In some cases it is considered that there is a need to establish a new way of working
with stakeholders in order to overcome the divide between higher education staff and
teachers. The role of Teacher Educators’ professional associations, where they are present, is
mentioned as key in taking forward CPD initiatives, networking and cooperation. Their
activities may include, for example, courses, professional platforms, conferences, meetings,
research coordination, journal publications (BE nl, HU, NL).
51
Where local professional development plans exist, they tend to focus on performance rather
than on Teacher Educators’ competence development or CPD. If Teacher Education
institutions or networks organise induction or professional development for Teacher
Educators, quality needs to be ensured, involving more stakeholders and the ministry (BE nl).
Reforms promoting systematic quality enhancement, restructuring and cooperation between
different kinds of Teacher Education institutions therefore offer potential for boosting the
quality of Teacher Educators and their professional development (AT).
52
The professional quality of Teacher Educators is often subject to criticism. Teacher Educators
working in different settings (school, university, CPD) do not always share the same
pedagogical views, and some are perceived as too far removed from the reality of teaching.
The need for Teacher Educators to obtain relevant, specific knowledge and pedagogical,
psychological, didactic skills has been mentioned – for instance, special needs education and
ICT applied to teaching. Where Teacher Educators’ quality can be referred to professional
standards and register, the latter is not connected with CPD institutional policies, and it can
attract criticism from university Teacher Educators’ employers, as not guaranteeing quality.
53
Both national and local initiatives have been undertaken to overcome some of these issues.
54
For example, in Germany, systematic support is provided through cooperation between
regional committees and bodies operating in partnership with universities’ Centres of Teacher
9
Education, in the field of quality improvement; this implies exchanges of staff across all
phases of Teacher Education. Moreover, in the Land of Hesse, a division of the Board for
Education and Training is responsible for the professional development of Teacher Educators
working in the second, qualifying Teacher Education phase, regularly providing pedagogical
and scientific/academic courses and seminars.
55
In Hungary, systematic and formal education programmes for Teacher Educators are being
introduced. They will become compulsory qualifications from 2015, according to a ministry
decree, although consensus has not yet been achieved among providers about programme
content.
56
In Luxembourg, structures have been created for collaboration and the exchange of views
between different Teacher Educators, for example about the evaluation of trainees. Teacher
Educator tutors based in secondary schools are required to attend university-led courses and
tutors and mentors are given remission from teaching duties to concentrate on their role. The
professional quality of CPD Teacher Educators is now monitored and ensured by means of
evaluation processes.
57
In Norway, practice-based research in Teacher Education – which is a potentially effective
form of professional development for Teacher Educators – is promoted through national PhD
schools and university programmes. Moreover, ministry-supported initiatives, promoting
competence enhancement and collaboration between Teacher Educators with different
profiles, offer examples of shared arenas for the interaction and development of professionals
from different school and university settings. At the local level, partnership agreements have
been developed between Teacher Education institutions and practice schools, for CPD
initiatives and research projects.
58
In the Netherlands, the issue of quality of Teacher Educators is a topic of policy concern,
supported by several initiatives. A qualification specifically for Teacher Educators is currently
being developed and most Teacher Educators are also encouraged by university employers to
have at least a Master’s qualification, or to undertake a PhD. The professional association
VELON negotiates with university employers to facilitate the registration of Teacher
Educators. In addition, the professional register is due to be changed in order to have two
distinct levels: basic (for all teacher educators after induction), and professional, in order to
promote development. The process of professional registration to VELON involves peer
feedback and assessment, which can be considered as forms of professional support and
development. There are currently induction programmes for new Teacher Educators at the
local level. Improvements could potentially be achieved by boosting synergies between
policies and processes in different settings, and involving stakeholders in schools (such as
school leaders as employers) in the quality assurance of Teacher Educators in all practice
schools.
59
The following are possible actions supporting effective professional development discussed
by stakeholders:
-
area networks of Teacher Educators from schools and universities under the coordination
of Teacher Education institutions;
subject-based peer groups (professional communities);
research and educational development projects;
networks and partnerships linking Teacher Educators with working life and VET;
10
-
seminars on education and didactics, as well as mobility periods in schools and abroad,
for university Teacher Educators;
Masters programmes for school mentors;
Sabbaticals for school Teacher Educators, with opportunities for study visits, CPD
courses and research projects linked with Teacher Education institutions;
Doctoral programmes in subject didactics for university Teacher Educators (FI, HU),
although their uncertain status in academia can represent an issue.
60
In general, there is an absence of policies or actions for the systematic support of Teacher
Educators’ quality and professional development. An open issue is related to differentiation
in the Teacher Educator profession, as linked with possible differentiation in policies and
means. More knowledge on Teacher Educators’ learning is needed, in order to focus on
induction or CPD activities with the highest quality impact. The roles of national centres of
expertise in Teacher Educators’ professional development, as well as of inspecting or
accreditation bodies, could thus be relevant to monitor and guarantee quality CPD and
professionalism on local levels. The involvement of state bodies (as ultimate employers) in
guaranteeing (teacher) education – and thus Teacher Educators’ – quality has also been
stressed (DE).
61
In terms of initiatives targeting specific aspects of Teacher Educators’ professional
development, the following were mentioned:
-
62
an ESF-funded development programme which tests placement exchanges between
university and school Teacher Educators (EE);
courses for primary school mentors organised by the Education Ministry Department of
Continuous Training (LU);
pilot induction and in-service training programmes for mentors, and Ministry funding for
Teacher Educators’ CPD within multi-partner groups (FI);
professional development seminars for subject area school-based Teacher Educators
(HR).
Finally, the Estonian Teacher Education Strategy, currently in its early stages, should be noted
as an important policy development aimed at systemic action. The Strategy states that
innovation centres involving universities and schools should promote research, guidance,
support and professional development of different profiles of Teacher Educators, facilitating
effective coordination and integration of their actions.
5. Policy examples
Austria
There is significant national debate and reform about Teacher Education institutions, CPD and
school improvement, with a focus on the quality of Teacher Educators, with the following key
developments:
-
a decree to be applied to University Colleges for Teacher Education (providers of Initial
Teacher Education for compulsory schooling, induction and CPD);
an Act regulating duties and competences of University College staff;
reforms supporting school-based developments (EBIS Process - Entwicklung und
Beratung in Schulen).
11
University Colleges of Teacher Education, as main Centres for School Development, provide
Teacher Educators to support school-based development processes, for teaching and learning
quality improvement. This process, combined with the National Quality Framework for Schools,
aims to ensure high quality Teacher Educator competences (e.g. consultancy, process,
communication competences, combined with subjects and didactics).
Belgium (Flanders)
A developmental profile for Teacher Educators in Teacher Education institutions was developed
by one Teacher Education network, which held consultations with other networks. The
dissemination of the profile has been handed over to the Flemish Association of Teacher
Educators (VELOV), without involving the ministry.
Estonia
The EDUKO program (Development Programme for Education Sciences and Teacher Training),
funded by the ESF, is focused on the professional development of Teacher Educators, supporting
and organising professional development courses, whose objective consists of testing placement
exchanges in different Teacher Education contexts (schools and Higher Education Institutions).
Finland
Teacher Educators, responsible for teaching practice in Teacher Training Schools linked with
universities, are required by law to have a national pedagogical qualification (MA degrees and
advanced level Educational studies for 90 ECTS); many are part time doctoral students,
developing as educational experts: in-service trainers, text book authors, developers and
reviewers in practice based research. After doctoral degrees, teachers may become educational
experts, but many continue their work as Teacher Educators. National doctoral schools in
Education and subject-related pedagogy (e.g. math and science, languages) have been providing
full-time research posts for doctoral students since 1995, creating high quality networks of
research experts on subject based teaching and learning, as well as international contacts and
publications. Implementation of modern technologies in teaching and research is among the
goals of doctoral research. Teacher Educators are considered as professionals with social agency,
high level researchers with pedagogical content knowledge and skills for supporting teachers’
development. They are seen as active subjects who study, work and cooperate within a learning
community.
Hungary
University-based educational programmes for mentors within Initial Teacher Education, which
are currently being introduced, represent the only formal and systematic educational programmes
for Teacher Educators in Hungary. From 2015, according to a ministerial decree, only those who
have participated in the programme can be mentors of trainee teachers. Eger Teacher Education
College’s mentor programme is reported to have been extremely successful. Mentors expressed
the desire to stay in contact with each other after the programme, so a ‘mentor workshop/atelier’
has been established, providing opportunities for thematic discussions, conferences, online
platforms for continuing cooperation. There is no equivalent programme for induction mentors
or during CPD, reflecting the limited induction provided in Hungary in general.
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The Netherlands
The following features are worthy of note:
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-
-
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The development of the Teacher Educator standards and the establishment of a
professional register strengthen the identity of Teacher Educators, as professionals
recognised by the ministry. The standards, developed in 1999, later revised and extended
to include school-based Teacher Educators, and are currently under revision, to include
different competence levels.
The development of a knowledge base for Teacher Educators was finalised in 2011,
through a joint effort of the VELON and the Free University. It sets out the key elements
of being a Teacher Educator, with background knowledge provided by experts, examples
of good practice, suggestions for discussion and further reading.
The role of the professional association VELON is key in strengthening self-awareness,
professional identity and tools for professional development. It is a recognized
stakeholder within the debates on Teacher Education, receives financial support for
relevant projects, and is in charge of the process of development and revision of
professional standards. Teacher Education employers (heads of faculties and schools)
promote and may financially support the VELON membership of their staff.
The institutional relationships of stakeholders for policy developments are well
established, especially the relation between VELON and the ministry.
There is also a view that there could be an improved structural framework for partnershipworking between the three main stakeholders (the ministry, VELON and heads of departments) –
for example trilateral agreements with explicit outcomes. Additional issues concern the
engagement of school leaders as employers of school-based Teacher Educators and the
connections between (re)registration and existing programmes to strengthen the teaching quality
of university staff, for the synergy of different policies and processes.
Norway
The development of a strong identity among Teacher Educators is supported by recent policies to
reform Teacher Education, in order to improve the quality of education. Teacher Educators are
offered incentives to conduct practice-oriented research within two programmes:
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NAFOL (National Graduate School for research-based education and training, funded by
the Norwegian Research Council)
PRAKUT (Programme for Practice-based Educational Research), funded by the
Norwegian Ministry of Education and Research, for the improvement of research
cooperation between Teacher Education and the field of school practice.
NAFOL is a national graduate school established in 2009, offering specialised education and
training in the fields of pre-school, school and Teacher Education; it is a partnership
between Norwegian universities and university colleges, for research-based cooperation and
training, coordinated by the Norwegian University of Trondheim. It offers Teacher Educators the
opportunity for higher academic qualifications (PhD) while doing work-relevant research, raising
the quality of research-based Teacher Education. It combines science and didactics, providing
opportunities for professional development through seminars, conferences and financial support
for development and research abroad. The PRAKUT programme aims to improve the application
of research-based knowledge in the field of school practice, interlinking it with Teacher
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Education; it is designed to develop research expertise and knowledge base in Teacher
Education, enhancing the quality of education at all levels.
Slovenia
The project "Partnership Between the Faculties and Schools" could be a representative example
of good practice. The project was initiated by the Ministry of Education and Sport and carried
out in 2004-05 and 2006-07 (financed by the European Social Fund and the Ministry). The
project aimed to develop and test models of partnership in all areas of Teacher Education (initial,
induction and in-service) and included schools as well as other education related institutions.
References
European Commission DG Education and Culture (2010). Report of a Peer Learning Activity in
Reykjavik, Iceland, 21-24 June 2010. The Profession of Teacher Educator in Europe.
Swennen A., Jones K, Volman M (2010). ‘Teacher Educators: their identities, sub-identities and
implications for professional development’, Professional Development in Education, 36 (1-2), MarchJune 2010, 131-148.
Annexe
Notes about information gathering in participating countries
Information was collected with diverse approaches in different countries (dedicated meetings, existing
meetings of stakeholders, interviews, questionnaires, face to face or telephone/ online). As a consequence,
reports do not always reflect consensus on the main ideas and issues expressed; sometimes they present
the juxtaposition of different stakeholders’ perspectives (IE), they summarise current perspectives or
national debates (AT, University Colleges for Teacher Education), or they sum up interviews held
separately with individual stakeholders, especially where the topic turned out to be sensitive (e.g. DK,
interviews with Teacher Education institutions’ directors).
Meetings were specially held for the purpose in several cases (AT, universities’ network; BE nl, CY, FI,
HR, HU, IS, LU, NL, NO, PL); existing stakeholder meetings were exploited in other contexts (EE, CZ).
In a certain number of cases, face to face or telephone/email interviews or questionnaires were used as
substitutions for discussion at a meeting (DE, DK, ES, IE, SI).
The choice of stakeholders was directed to those involved in Teacher Education from different angles,
and capable of making improvements, and included the following:
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Teacher Educators from private and public universities; school mentors; student teachers
Steering, management and administration staff of Teacher Education institutions and networks
concerned with the professionalisation of Teacher Educators in universities, schools and adult
education (CPD/VET)
Professional bodies and trade unions; school leaders and local authorities; academics and researchers;
education ministries, policy experts and advisors.
Possible relevant additions to the list of stakeholders were mentioned: subject-related teacher
associations, virtual communities of teachers, secondary school student and parent associations,
businesses and NGOs that deliver programmes targeting teachers and schools.
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