ENTEP AND TRENDS IN TEACHER EDUCATION IN A EUROPEAN PERSPECTIVE

1. ENTEP AND TRENDS IN TEACHER EDUCATION IN A EUROPEAN PERSPECTIVE

2. A fairy tale It is the year 2007. Europe has a leading role in education world wide. The teaching profession is attractive and highly valued, …

3. A fairy tale – part 2 All teachers are ‘learning professionals’. Many remain closely connected with higher education institutions and may be engaged with research. They all routinely spend time reflecting on their experiences and updating their knowledge, skills and competences. …

4. A fairy tale – part 3 Teachers are fully supported in building their expertise and in maximising their time. They are provided with excellent initial and in-service training and education (guided by regular and effective performance reviews and evaluations), regular opportunities for study visits at home and abroad, research scholarships and sabbaticals. …

5. What is ENTEP?

6. ENTEP is a no-budget network of representatives of the European ministers of education.ENTEP representatives come from different backgrounds and have different expertise: academics, high-level civil servants, executives

7. What is ENTEP? ENTEP status It is neither a decision group nor an expert group. It is an advisory group or reference group that acts as a sounding board for the European Commission and individual member states.

8. Brief history • Launched in Loulè (Portugal) in 2000 • At first 14 countries • In 2003: 10 new member states • In 2007: 2 new member states

10. What is ENTEP? Networkgoals Promote co-operation among European Union Member States regarding their teacher education policiesin relation to initial, in-service and continuous professional development programmes, in order to: • Develop opportunities to learn from each other by analysing and comparing policies and issues, as well as by sharing good practice • Promote the discussion and analysis of teacher education policy initiatives taken at national and European level

11. What is ENTEP? Network goals • Contribute to: • Raising teacher education quality; • Developing a European dimension of education and other elements which could be common in teacher education programmes; • Improving the public image of the teaching profession; • Improving mutual trust in the teaching qualifications awarded by Member States; • Promoting teacher mobility in the European Union.

12. COMPARABILITY QUALITY

13. What is ENTEP? What are the issues and trends in Teacher Education in Europe? Restructuring the Higher Education Area in Europe by 2010 Raising quality in Education and Teacher Education

14. the most competitive economy a knowledge-based society a European identity

15. What is ENTEP? Quality as the critical factor Teacher policy is high on national agendas. All countries are seeking to improve their schools. As the most significant resource in schools, teachers are central to school improvement efforts. Teachers Matter, 2005, 13

16. Trend bundle one: Bologna COMPARABILITY Restructuring EHEA by 2010

17. What is ENTEP? Why Bologna? • comparability of systems, certification and qualifications • joint research projects and degree programmes • a new European identity in the field of education

18. What is ENTEP? Starting point • In the 70’s and 80’s teachers in Europe were educated in Universities, in Pedagogical Universities, in Teacher Training Colleges, and in the upper secondary sector. • Hugely differing length of study programmes

19. What is ENTEP? Bologna basics If we want Europe to move closer together, if we want to increase mobility in the teacher profession, we need to develop a new quality of TRUST. “easily readable and comparable” degrees.

20. What is ENTEP? Bologna basics 3 cycles ECTS for student workload Diploma supplement

21. ENTEP-Conference in Loulé, Portugal, 2000 A first attempt by ENTEP to compare national systems of teacher education was made At the moment ENTEP is preparing a paper on this convergence and an emerging new diversity.

22. What is ENTEP? Mobility In a multicultural and multilingual Europe mobility is part of the European dimension

23. What is ENTEP? Mobility • September 2006: ENTEP conference in Helsinki • Joint Interim Report of 2004: „Mobility for learning or teaching purposes should be increased at all levels, notably as part of the Community education and training programmes. Particular attention should be paid to mobility of teachers and trainers as part of their career development.“ (JIR 2004, 29)

24. What is ENTEP? System change David Hargreaves, keynote in Loulé in 2000: How to design and implement a revolution in teacher education and training: Some lessons from England. (Hargreaves 2000, 75-88)

25. ENTEP-Conference in Feldkirch, Austria, 2002 IRELAND Teachers educated in Teacher Education Colleges with strong links to universities “universitisation” PORTUGAL from a university-based system to ”a largely school-based system of teacher training”. ENGLAND

26. Trend bundle two: Quality

27. What is ENTEP? Teachers play a crucial role in supporting the learning experience of young people and adult learners. They are key players in how education systems evolve and in the implementation of the reforms which can make the European Union the highest performing knowledge-driven economy in the world by 2010. (CEP 2005, 1)

28. What is ENTEP? The success of the reforms undertaken hinges directly on the motivation and the quality of education and training staff. … … measures to make the teacher/trainer profession more attractive …attract the best talents to the profession and to retain them (JIR 2004, 24)

29. What is ENTEP? Teachers are the most influential resource in schools – teachers vary widely in performance, and lifting teacher quality is the policy most likely to improve student performance Paulo Santiago, OECD

30. ENTEP-Conference in Umea, Sweden, 2001

31. Research needs to be included on all levels: • it must inform teacher education programmes and taught content, • it must actively involve the teaching staff, and • it must reach the students. • It must be a field for doctoral dissertations and • it must be an ongoing source of new knowledge in a teacher’s lifelong learning.

32. Recommendation from the Common European Principles The contribution of research and evidence based practice to the development of new knowledge about education and training should be promoted. (CEP 2005, 4)

33. ENTEP-Conference in Tallinn, Estonia, 2003 Who trains the trainers?

34. Teachers’ work […] should be embedded in a professional continuum of lifelong learning which includes initial teacher education, induction and continuing professional development, as they cannot be expected to possess all the necessary competences on completing their initial teacher education. (CEP 2005, 4)

35. What is ENTEP? Career incentives Two schemes have been designed in England, the “Advanced Skills Teacher” and the “Excellent Teacher”.

36. What is ENTEP? Advanced Skills Teachers “teachers who have been recognised through external assessment as having excellent classroom practice. They are given additional payment and increased non-contact time in order to share their skills and experience with other teachers, within their own school and from other schools.” (http://www.standards.dfes.gov.uk/ast/)

37. What is ENTEP? Excellent Teachers “ETs will have a distinctive role in helping other teachers improve their effectiveness and will have a major impact on improving pupil attainment across the whole school.” “will not commit the teacher to doing any outreach work. They will be based in their own school throughout the week, though they will be expected to mentor and develop staff within their own school.” (Hastings, 2005)

38. What is ENTEP? Competences & standards Entrance selection Induction A bag of other issues Quality assurance Common European principles School leadership Professionalisation

39. What is ENTEP? Conclusion Most [European] people, in and out of the education system, take pride in the conviction that they have one of the best educated younger generations in the world. Everyone speaks of the excellent quality of the teaching force and the respected status of the teachers in society. (Cremin 2002, 76)

40. Thank you for your attention