Teacher Education: The Bologna Process and the Future of TeachingDaniela Worek, Christian Kraler Waxmann Verlag, 2021 - 128 Seiten In 1999, the year when the Bologna declaration was signed, the foundation of the European Network of Teacher Education Policies (ENTEP) was proposed by the Portuguese Minister of Education to his Colleagues in the European Union Member States. 'Teacher Education - The Bologna Process and the Future of Teaching' reflects current challenges of Teacher Education in Europe based upon these 20 years of development. The Bologna process has become a crucial reference point for the modernization in higher education institutions. ENTEP, as European network of policy makers and researchers, has been working along these lines and has always sought to bring to fruition its vision for a European Higher Education Area (EHEA), where Teacher Education has a special place in the European landscape. In this volume, ENTEP members from different countries cover fundamental questions of teacher education in the European Higher Education Area. They discuss crucial aspects like fundaments, Initial Teacher Education, lifelong learning, evaluation, policy making, research and efforts to build bridges into the future. Thus, the book might serve as a starting point for discussions about future roles of teachers in Europe on different levels towards a European development of teacher professionalism. |
Inhalt
| 7 | |
| 11 | |
| 17 | |
The Bologna Process as a Stimulus for Changes in Initial Primary Class Teacher Education Comparison of Croatia and Slovenia Mojca Peček Vlatka ... | 29 |
Universitisation the Bologna Process and Initial Teacher Education in Malta Joseph Giordmaina | 39 |
The Universitisation of Initial Teacher Education ITE Discourses actions and evaluation practices Fernando Alexandre | 49 |
An opportunity for professional development? Ilídia Cabral | 59 |
Teacher Education Policy Issues in Poland Recommendations for Building a HighQuality Teaching Profession Joanna MadalińskaMichalak | 69 |
Education Evaluation Policies Teacher evaluation in Portugal accountability or professional development Carlos Barreira | 79 |
Exploring European Teacher Education Between Discursive Construct and Reality Discrepancies Criteria and Missed Windows of Opportunity Marvi... | 89 |
The Interrelationship between Mutual Trust and Mutual Recognition in European Teacher Education A German Support Intervention for Teachers fr... | 99 |
How Does the Role of Research in Teacher Education in Europe Matter? Elaine Munthe | 109 |
Five Aspects for a Sustainable Future of Initial Teacher Education in Europe Christian Kraler Daniela Worek | 119 |
Backmatter | 125 |
Häufige Begriffe und Wortgruppen
academic assessment avaliação Barreira Bierbach-Müller Bologna Declaration Bologna Process challenges changes Christoforatou classroom Communiqué competences context countries Croatia culture curricula curriculum cycle development of Teacher Diário da República didactic discussed Domović ECTS Educa Education in Malta education systems EHEA ETEA European Commission European Commission/EACEA/Eurydice European Higher Education European Teacher Education European Union Europeanisation external evaluation Faculty of Education Fernando Alexandre focused framework global Higher Education Area higher education institutions implementation improve Initial Teacher Education intercultural competences internationalisation knowledge lecturers Lisbon Strategy master’s degree mobility OECD organisational participants Peček pedagogical perspective PGCE Portugal professional identities promote qualifications quality assurance recognition reform Retrieved role Schratz skills Slovenia specific structure student teachers study programmes Teacher Education Area Teacher Education Policies Teacher Education programmes teacher evaluation models teaching and learning teaching practice teaching profession tion ucation universitisation of Teacher University of Malta Vizek Vidović