Abstract
The aim of this paper is to reconsider European developments in teacher education and to discuss some aspects of its future. Teacher education has been largely ‘universitised’; both its present and future should be discussed within the context of the broad changes in European Higher Education deeply marked by the Bologna Process and the emerging European Higher Education Area. We rely on J. Goodlad’s and B. Clark’s discussion of teacher education from a higher education perspective (1999) and try to comment on it in the context of European higher education reforms of the past decade. The central controversy of these reforms has concerned the length of traditional undergraduate courses at universities in most continental countries (4–5 years), particularly with regard to the relationship between ‘academic’ and ‘professional’ higher education. Until today, most teacher education institutions have adapted to the new system of two ‘Bologna’ cycles (Bachelor and Master). However, the reforms have led to different interpretations and their implementation has varied in different countries, thus opening new dilemmas about the future of European Teacher Education. This paper argues that the central part of these dilemmas relates the position and identity of teacher education “in the grip of ‘academic tribes and territories’”, a concept borrowed from Becher and Trowler (2001).
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Notes
- 1.
For comparison, the number of presentations in some other ‘most popular’ networks was as follows: 182 in Higher Education; 138 in Policy Studies and Politics of Education; 127 in Assessment, Evaluation, Testing and Measurement; 123 in Continuing Professional Development; 105 in Inclusive Education as well as in Social Justice and Intercultural Education, etc.
- 2.
See http://www.ehea.info/ for more information.
- 3.
See http://ec.europa.eu/education/ for more information.
- 4.
Within the EU, under the OMC “governments learn from each other by sharing information and comparing initiatives. This enables them to adopt best practice and coordinate their national policies”. See http://eur-lex.europa.eu/summary/glossary/open_method_coordination.html
- 5.
The Eurydice Network provides information on and analyses of European education systems and policies. See http://eacea.ec.europa.eu/education/eurydice/
- 6.
See http://ec.europa.eu/education/school-education/teacher-educator_en.htm for more information.
- 7.
In the light of educational qualifications, the EU regulated professions are the most powerful tool for the implementation of the principle of free movement of people.
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Zgaga, P. (2017). European Teacher Education in the Grip of ‘Academic Tribes and Territories’. In: Florian, L., Pantić, N. (eds) Teacher Education for the Changing Demographics of Schooling. Inclusive Learning and Educational Equity, vol 2. Springer, Cham. https://doi.org/10.1007/978-3-319-54389-5_3
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