Teacher education and the profile of European teachers

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

“…From a policy perspective, ITE Europeanisation intends to support the equilibrium between national and overarching European structures and values (e.g. Madalińska-Michalak, 2020; Symeonidis, 2021; Valenčič Zuljan and Vogrinc, 2011). Although teacher education systems in Europe are firmly rooted in national histories and conditions, various studies have suggested that ITE across Europe has converged, showing that policy rhetoric and objectives for ensuring quality in ITE have been addressed (e.g.…”

Changing teacher educational contexts: global discourses in teacher education and its effect on teacher education in national contexts

“…Spaull (2019:7) argues, ‘No education system can move beyond the quality of its teachers’. There is a global emphasis on recruitment and training to ensure that teachers have the skills and pedagogical knowledge to teach effectively and improve the attainment and achievement of students (Madalinska-Michalak, 2018; Menter et al, 2010; Tatto et al, 2017). It has been acknowledged that good quality well trained teachers are needed to improve education and raise standards (Bates, 2010; Hattie, 2009; Menter et al, 2010).…”

“…Recruitment in Japan similarly displays global trends in recruiting the best teachers (Simoes et al, 2018; Tatto et al, 2017). Developing countries such as Guyana are aware that teacher education and training has to be aligned to the world class education of the 21 st century with the current trajectory of technological advancement and recognition that teachers have to be adaptable to change (Madalinska-Michalak, 2018). The drive for educational attainment and achievement is relentless as countries such as England, and the USA need to retain their dominance in economical growth and new technologies through national and international recruitment (Miller, 2018; Menter et al, 2010; Tatto et al, 2017) to ensure that the calibre of trained teachers is exemplary .…”

“…Whereas migration and the impact this has on European schools are explored by Simoes et al (2018). Madalinksa – Michalak (2018:11) observes the changing’ role of teachers in education for the 21st century. Similarly, to Tatto and others, she identifies the social and cultural aspects of migration but also refers to the ‘unprecedented technological evolution’ and the complexity of the teacher’s role as the quality of teaching continues to be inextricably linked to student attainment.…”

“…Teacher education has gathered interest globally and nationally among teachers, educators, researchers and policy makers. Madalinska-Michalak, O ’Doherty and Assuno Flores (2018) observe that regional/ national, social, economic, political and historical factors impact upon teacher education and ‘it is also impacted by global problems and tendencies’ (pp. 567).…”