Lost in translation? Improving quality in initial teacher education in the framework of European initiatives

Abstract

Improving quality in initial teacher education in the framework of European initiatives entails a rather complex process as compared to that of higher education as a general study field. What adds to this complexity is the fact that teacher education continues to be treated as a national concern in all of Europe. This study provides evidence on features and tensions of translating European initiatives for improving quality in initial teacher education by examining the case of Kosovo. Findings from Kosovo, a small and ‘peripheral’ European context, can be of interest to contexts undergoing a similar transition. The study opted for qualitative research. The data was collected over three phases by conducting 15 interviews with six management staff and 28 interviews with 15 teacher educators. Findings build on debates concerning the future of European teacher education, demonstrating that tensions ensue between (external) European initiatives and (internal) local conditions that result in the mistranslation of transferred ideas into institutional practice. The loss in translation is attributed to contextual dynamics reflected at the macro-level (lack of ownership), the meso-level (fragmented organisational culture) and the micro-level (isolated individual and group cultures). The study concludes by endorsing context-oriented stakeholder-wide socialisation as a way forward for tackling and scaffolding local stakeholder tensions, contradictions and one-side approaches. Hence, context-oriented socialisation could address tensions by promoting local ownership, extending organisational culture and stimulating the development of collective values and cultures for a contextualised translation of European initiatives towards improving quality in initial teacher education.

Competence-based teacher education programmes: Transitioning towards a paradigm shift or preserving the traditional?

“…Through the analysis of various data sources, several themes have emerged. A summary of these findings can be found in Table 4 and is discussed in detail below (see Kaçaniku 2021, for more information).…”

“…This paper represents a comprehensive elucidation of the research findings derived from a rigorous doctoral pursuit, firmly rooted in the data and content previously published as an integral component of the doctoral thesis (for more information, see: Kaçaniku 2021). The purpose of this paper was to examine the shift of teacher education programmes into competence-based in Kosovo in the context of European frameworks as a stimulus for change.…”

“…Consequently, this study makes a noteworthy contribution to elucidating the significance of considering the educational context and tacit knowledge of teacher educators and other relevant stakeholders during the process of programme reform within the ambit of European initiatives. Quality programmes design and delivery (see also : Kaçaniku 2021) Programmes' tradition plays a crucial role in the design and implementation of competency-based study programmes within the initial teacher education system in Kosovo. To comprehend this traditional aspect, it is important to acknowledge that Kosovo has been training teachers since the 1950s.…”

“…This study focuses on Kosovo, the youngest country in Europe, to examine the shift of teacher education programmes into the competence-based design and delivery towards quality teacher education. Initial teacher education as part of higher education in Kosovo developed in 2002/3 academic year and its development is heavily influenced by various European interventions (Kaçaniku 2020;Kaçaniku 2022). Hence, it is relevant to understand how transitioning contexts as Kosovo have transformed study programmes into competence-based while using European frameworks as stimulus for change.…”

Enhancing the Value of Teacher Education Research

“…Kosovo has made significant attempts to reform teacher education in the context of European policy initiatives (Kaçaniku, 2022). Study programmes meet the Bologna Process objectives by using the European Credit Transfer System (ECTS) and the three-cycle system, and have also introduced external quality assurance processes (Kaçaniku, 2020a).…”