Tweede TEPE handboek: Advancing Quality Cultures ufor Teacher Education in Europe

04 oktober 2010 - Boekenplank

Het Teacher Education Policy Network in Europe heeft haar tweede boek gepubliceerd onder de titel 'Advancing Quality Cultures for Teacher Education in Europe: Tensions and Opportunities'. Het boek bevat gereviewde bijdragen aan de TEPE conferentie van mei 2009.

De Nederlandse bijdrage aan het boek is van de hand van Marco Snoek, Anja Swennen en Marcel van der Klink. Het artikel 'The Teacher Educator: a neglected factor in the contemporary debate of teacher education'  is als tweede artikel opgenomen onder het kopje 'Setting the scene - some broader issues for teacher education in Europe'. In het artikel wordt verslag gedaan van een onderzoek naar de mate waarin er op Europees niveau beleid is ontwikkeld ten aanzien van de kwaliteit van lerarenopleiders. De conclusie dat er groeiende aandacht is, maar er nog nauwelijks sprake is van specifiek uitgewerkt beleid, is gebaseerd op analyse van Europese beleidsdocumenten rond lerarenopleidingen en vragenlijsten onder beleidsexperts in 16 verschillende Europese lidstaten.

Het boek sluit af met de conclusies en aanbevelingen van de TEPEconferentie 2009:

The conference called for:

1. Recognition of the importance of a long term and integrated view of teacher education that includes initial teacher education, induction and continuing professional development and that also recognises the need to support teachers as life long learners throughout their careers.
2. Greater recognition of the need for teacher education to be based on a balance and interconnection between a strong research-based curriculum in Higher Education and strong support in the process of identity formation of teachers in practice.
3. Greater attention to be given to strengthening the professionalism of teacher educators as a task for the professional community of teacher educators in the first instance, but also supported by incentives from policy makers.
4. The development of a common framework of quality indicators for Teacher Education in Europe .
5. Three way communication between researchers, policy makers and TE practitioners: researchers in TE, policy makers and decision makers at the institutional, local and national level and TE practitioners at the institutional level and as mentors in schools.
6. An emphasis on systemic quality enhancement at the institutional level (the Bologna Process stressed that quality is the primary concern of higher education institutions), comprehensive national action plans for implementing the agreed European principles (within the EU Education and Training 2010) as well as national action plans regarding the “social dimension” (stressed in the recent Leuven / Louvain-la-Neuve communiqué of the Bologna ministers).
7. The development of joint research projects in order to advance research in and on Teacher Education and in particular to promote quality in Teacher Education.

Het boek is online beschikbaar via de TEPE-website.