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Peer Learning Activities relevant to this (Thematic) Working Group:

• School Leadership for Learning
• The Profession of Teacher Educator in Europe

Professional development of teachers

Aims and Objectives

Teachers, School Leaders and Teacher Educators are key actors in maintaining and improving the quality of education and training systems in Europe. Ministers of Education have on three separate occasions recently identified priorities for improving the Quality of Teacher Education systems. Taken together, these statements describe a vision of Teacher Education in Europe based upon high quality standards, professionalism and effective support (see ‘Background’ below).

The purpose of the Thematic Working Group, following on from the Cluster ‘Teachers and Trainers’ is to promote the implementation of this agenda through the use of peer learning between policymakers and other experts in the field.

For further reading, the outputs of the predecessor group still provide a wealth of useful advice to policymakers and practitioners:

Background

Teacher quality is the most important within-school factor affecting student performance. As such, it is vital to the achievement of Lisbon goals.

The key role played by teachers and trainers in creating quality education and training systems was recognised from the very beginning of the Open Method of Coordination (OMC) in Education and Training.

Early work led to the drafting and validation by representatives of all Member States and stakeholders of a key document: 'Common European Principles for Teacher Competences and Qualifications'.
Council Conclusions of November 2007, 2008 and 2009 describe a vision of Teacher Education in Europe in which:

• Key professional values and attitudes such as reflective practice, autonomous learning and collaboration are promoted;
• Practical teaching competencies are improved;
• Recruitment and selection are more effective so that Member States attract and retain the best candidates for the teaching profession and promote teaching as an attractive career;
• The quality of Initial Teacher Education is improved, with all teachers having a HE qualification that is evidence-based, and balances theory and practice;
• All beginning teachers, during their first years in the profession receive professional and personal support (‘induction’);
• All teachers are engaged in relevant and effective Continuing Professional Development, based upon regular reviews of their training needs;
• The recruitment and development of school leaders as leaders for learning is improved;
• The quality of Teacher Educators (Teacher Trainers) is promoted; and;
• Each Teacher Education System is organised as a seamless continuum: and is adequately resourced and quality assured.

Participants

25 countries:

Austria, Belgium (BEfr and BEnl), Czech Republic, Cyprus, Germany, Denmark, Estonia, Spain, Finland, Croatia, Hungary, Ireland, Lithuania, Luxembourg, Latvia, Malta, Netherlands, Norway, Poland, Portugal, Sweden, Slovenia, Slovakia, UK (SCT).

Others:

• ATEE (Association for Teacher Education in Europe)
• ENTEP (European Network for Teacher Education Policy)
• European Trade Union Committee for Education (ETUCE).
• Eurydice
• CEDEFOP (European Centre for the Development of Vocational Training)
• European Training Foundation (ETF)