Peer Learning Activities relevant to this Peer Learning Cluster or group:
- CPD for teachers and trainers
- How can Teacher Education and Training policies prepare teachers to teach effectively in culturally diverse settings?
- Policies on the induction of new teachers
- Practical classroom training within Initial Teacher Education
- Relationships between Teacher Education Institutions and Schools
- Schools as learning communities for their teachers
Teachers and TrainersSee also: Teachers and Trainers in Vocational Education and Training (VET)
Aims and Objectives
In the Conclusions of the European Council of 15 November 2007 on improving the quality of teacher education, Ministers responsible for Education agreed as follows:
- to provide initial education, early career support (induction) and further professional development that is coordinated, coherent, adequately resourced and quality assured;
- to improve the quality of teacher education;
- to make the teaching profession a more attractive career choice,
Amongst other things, it was agreed that teachers should:
- possess pedagogical skills as well as specialist knowledge of their subjects;
- have access to effective early career support programmes at the start of their career;
- have sufficient incentives throughout their careers to review their learning needs and to acquire new knowledge, skills and competence;
- be able to teach key competences and to teach effectively in heterogeneous classes;
- engage in reflective practice and research;
- be autonomous learners in their own career-long professional development.
Outputs of the 'Teachers and Trainers' Peer Learning Cluster:
The Cluster adopts a peer learning approach to policy cooperation.
Its PLAs have so far produced policy conclusions on these themes:
- Teachers’ continuous professional development;
- Schools as communities in which teachers as well as pupils are learning;
- Preparing teachers to teach in culturally diverse classroom settings;
- Effective relationships between schools and teacher education institutions;
- The induction of beginning teachers.
Induction Handbook final DE.pdf (German)
Induction Handbook final ES.pdf (Spanish)
Induction Handbook final FR.pdf (French)
Induction Handbook final IT.pdf (Italian)
Induction Handbook final PL.pdf (Polish)
Assessment of Key competences_joint seminar Oct. 2009.pdf
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'.
The ideas in this text formed the basis of the early work of the Peer Learning Cluster 'Teachers and Trainers' Cluster.
The agenda for Peer Learning has been set by the following sets of Conclusions of the European Council which set priorities in this area:
Austria, Belgium (BEfr and BEnl), Czech Republic, Cyprus, Germany, Denmark, Estonia, Spain, Finland, France (from 2008), Hungary (from 2008), Ireland, Italy, Lithuania, Netherlands, Portugal, Romania, Sweden, Slovenia, Iceland, Norway and Turkey.
- European Training Foundation (ETF)
- European Centre of Enterprises with Public Participation and of Enterprises of General Economic Interest (CEEP)
- European Trade Union Committee for Education (ETUCE).