The European teacher: transnational perspectives in teacher education policy and practice
| Autor: | Michael Schratz |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2014 |
| Předmět: |
European dimension
Lehrerausbildung teacher professionalism 370 Erziehung Schul- und Bildungswesen Lehrerrolle Promotion (rank) Kooperation eacher professionalism Conferment of a doctorate Pedagogy Promotion Bildungsorganisation Bildungsplanung und Bildungsrecht Europäisches Netzwerk Conferment of a doctor's degree Lehrer Teacher's role media_common Competency Mobility Transnational culture Citizenship education teacher education policies Transnationale Kultur Europäische Dimension Multiculturalism Political culture Multikulturalität 370 Education lcsh:L7-991 Europäische Identität Kompetenz teacher education and competences Teacher education Educational policy Erziehung Schul- und Bildungswesen media_common.quotation_subject Mobilität lcsh:Education (General) Kollegialität Education Professionalität Collegiality ddc:370 Europäische Erziehung Political science Selection (linguistics) Hochschulforschung und Hochschuldidaktik Professionality Europäische Union Bildungspolitik Unity in diversity Teacher Staatsbürgerliche Erziehung European education Teacher role Teacher training Cooperation Professionalism Depiction European identity |
| Zdroj: | CEPS Journal 4 (2014) 4, S. 11-27 CEPS journal Center for Educational Policy Studies Journal, Vol 4, Iss 4 (2014) Center for Educational Policy Studies Journal, Vol 4, Iss 4, Pp 11-27 (2014) |
| Popis: | CEPS Journal 4 (2014) 4, S. 11-27 The future role of teachers in Europe will contribute to raising the awareness of a new expectation of what it means to be a “European Teacher”. If there is unity in diversity through national identities, the question remains: what makes a teacher “European”? Answering this unusual question, one encounters several aspects that have strong national traits of what it means to teach in a particular country (e.g. political culture), which still does not enable teachers to easily move their employment from one country to another because of differences in career structure, teacher education, selection and recruitment, etc. However, there are many similarities in general teacher competences that are required throughout Europe and beyond. This paper looks at teacher professionalism from various perspectives, attempts to discern the “Europeanness” in teachers’ work and mobility as a goal, and highlights particular policy development areas necessary to stimulate further discussions. The depiction of a European Doctorate in Teacher Education concludes the paper. (DIPF/Orig.) |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|