European teacher unions: Teacher education should be at master level
21 August 2008 - General announcements
The combined European teacher unions, collaborating in ETUCE/CSEE have issued a document on teacher education in Europe. This document is a rebnewal of the document they published in 1994.
Main message of the document is that initlal teacher education should be at master level, to enable teachers to face the challenges of the 21st century.
The ETUCE policy paper “Teacher Education in Europe” was adopted by the Executive Board at their meeting on 14-15 April 2008. The paper, which is the result of more than one and a half year’s work, sets out the ETUCE’s vision of teacher education in the 21st century.
In the light of the attention given to education policies at EU level within the Lisbon strategy and the Education & Training 2010 work programme and, not least, of the developments in teacher education at national level in the past years, the ETUCE has found that it was time to make a review of the ETUCE policy on teacher education.In 2006, the ETUCE therefore decided to appoint a working group, commissioned to review the previous ETUCE policy paper on teacher education from 1994 and to outline a teacher education policy that matches society of today.
The policy paper emphasises the close links between a high quality initial teacher education, the attractiveness and status of the teaching profession, and the quality of the education provided to pupils and students at all levels of the education sector. The main message, which the ETUCE advocates for in the policy paper, is therefore that every teacher education in Europe should be at Master’s level. Teachers in today’s society are subject for a range of demands, regarding in-depth subject knowledge, advanced pedagogical skills, use of new
information technology and much more. Demands that in their complexity reflect the demands that characterise studies at the Master’s level. It is therefore the firm belief of the ETUCE that in order to fulfil the requirements placed on teachers today, the objective should be that all teachers are educated at Master’s level. Moreover the policy paper emphasises some of the aspects that characterises a high quality initial teacher education, as for example research-based teaching rooted in the everyday reality of teaching and learning environments, a balanced weighting of theory and practice, and an in-depth qualification in all relevant subjects, including in pedagogical practice and in teaching transversal competences. The role of the teacher educators is crucial in this context, and the policy paper dedicates a separate section to address their qualifications and competences.
Initial teacher education is nonetheless only the foundation of teachers’ professional life. A high quality initial education is essential to equip new teachers with the knowledge, competences and confidence required to teach, but initial education cannot provide teachers with all the knowledge and skills needed to handle the various tasks and challenges throughout their professional lives. Given the rapidly changing nature of society and the amount of new expectations and challenges confronting teachers, the need for continuous professional development is even more important today and a key message of the ETUCE policy paper is therefore that continuous professional development must be an integral part of a teachers’ professional life. The policy paper also advocates for a more structured induction phase for the newly qualified teachers. The induction phase, of at least one year’s duration, must involve systematic guidance and support for newly qualified teachers and must be both a right and an obligation for the newly qualified teacher.
Continuous professional training and possibilities for career development are also vital for another very central aspect addressed in the policy paper: the recruitment and retention of teachers. Many European countries either are or will soon be in shortage of teachers and teacher students, and it is therefore crucial that the teachers in work are induced to stay in the profession and that efforts are made to attract more students to the teacher profession. The ETUCE therefore recommends that measures are taken to improve teachers’ working conditions and working environment and that an increased effort is made to raise the status
of teachers. In concrete this entails addressing issues such as preserving teachers’ professional autonomy, passing on a positive message about the teaching profession, and more. The policy paper also points to school management as another important aspect to address in order to improve the retention of teachers and the working environment in general.
The final chapter of the policy paper places teacher education into the broad social and economic context in which teachers and the education system must work. The ETUCE emphasizes that teachers and their unions are important actors in society and contribute to shaping social attitudes and policies. It is important for teachers to carry the consciousness of this pro-active social role with them in their day-to-day professional work. The final chapter thus seeks to reflect on a number of the societal issues which teachers must engage in today, including the emerging knowledge society and its impact on equity in education; the growing cultural diversity in society and promoting equal opportunities for all learners regardless of social, economic, cultural, ethnic and racial background or sexual orientation.
The policy paper, which will be available in French and English, is currently in the final lay-out phase and will shortly be published on the ETUCE website.