ITE in Europe After the First Decade of Bologna Csilla Stéger ATEE Conference 2010 Budapest

Dozens of European countries with national ITE systems, regional/historical/cultural links, little cooperation or common goals There came Europe with Bologna and EHEA common goals motivation to cooperate, to coordinate, to share but Does ITE converge in any sense? Do we want it to? Scenario

Why? Available data: – Outdated by the turbulent reforms – Too general (concurrent/consecutive) or – Detailed but incomparable (Eurydice country data) Hungarian debate on the past reforms & on directions Possibility through ENTEP, Cluster, Ministry

What? detailed, comparable wide Picture of ITE content Focus only on „mainstream” ITE Focus only on structures and content Do we understand the same by the widely used terminology? How do we prepare for the shared competencies? Are we going in the same directions? Are there trends? Is Bologna relevant to ITE?

Content of Data Collection 1. Bologna and ITE, reforms 2. Country „teacher education scheme” 3. Detailed picture of ITE programs 4. Present challenges Before NowAfter motivation of changechallenges ahead

Core content of questionnaire ITE pathway content: Subject Methodology Edu. Science Practice Final assessment Other Unit of analysis country and paths

How? With the contribution of – Hungarian experts, Doctoral School of ELTE – ENTEP members – Teachers and Trainers Cluster members Ministry + Bologna Follow Up Group (in 48 EHEA countries) National ministry experts January – March 2010 April 2010 May-June-July 2010

Results: Data on ITE from 26 countries (28 filled questionnaire) AL, AM, A, B(Fl), B(Fr), B(G), BIH, HR, CZ, DK, EST, FIN, G, HU, IS, LV, LI, LT, L, MD, CG, NL, N, RO, E, S, CH, UA Analysis is yet to come „Snapshots” of results is as follows:

Heterogeneous picture-1 ITE has changed in all the countries! (though in many not part of the HE reforms) Bologna process seems relevant, (European dimension, 3 cycles, learning outcomes approach) Professional renewal and revalorization of career were the most important factors

Heterogeneous picture-2 Difference in state of the reforms – Inbetween countries – Inbetween ISCED levels (1-3) – Some re-reforms/continuous renewal More homogenious levels of regulations Large diversity in level of qualification required, subject orientation, and pathways’ curricula content Selection at entrance in ¾ of countries, aptitude test of some sort not in half

„Hot” policy issues A wide variety of debated issues, challenges: 1. emphasize more pedagogical/didactical studies/skills, professional training 2. raise efficiency of delivering the competencies (support of ICT in teaching and learning processes) 3. promoting the continuum 64% of participating countries have a TE strategy!

Continuation with analysis Analysis of the presented ITE paths, their structure and content – Are there general trends in curricula content? – Are there typical approaches? Geographical approach – are there trends? Are we converging in any way? Is there „European teacher education”?

Thank you for your attention!

For contemplation Why is the curricula content so difficult to describe? Why do some of the countries resist answering? How could we stimulate participation? What would be the best way to share outcomes?