Quality Assurance and Teacher Education in Europe: Challenges and Expectations

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Presenation by Brian Hudson at Workshop on Quality Assurance and Teacher Education in Europe at ECER 2010

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Quality Assurance and Teacher Education in Europe: Challenges and Expectations

  1. 1. Quality Assurance and Teacher Education in Europe: Challenges and Expectations Brian Hudson Wednesday 25 th August 2010 Joint Workshop NW 10 and NW 27 ECER 2010, University of Helsinki
  2. 2. How did this Workshop arise? <ul><li>Network Project Funding Application to EERA Council from Teacher Education Research Network (10) and Didactics – Learning and Teaching Network (27) to support a Colloquium on “Teacher Education in Europe: The Question of Quality Assurance” in collaboration with Teacher Education Policy in Europe (TEPE) Network </li></ul><ul><li>Venue: School of Education, University College Dublin, 21-22 June, 2010 </li></ul><ul><li>The aims of the colloquium included the promotion of a research agenda on quality assurance in teacher education at the European level </li></ul>
  3. 3. Teacher Education Policy in Europe Network http://tepe.wordpress.com/
  4. 4. Origins of TEPE http://tntee.umu.se/
  5. 5. Origins of TNTEE
  6. 6. TNTEE Green Paper on Teacher Education in Europe (2000) http://tntee.umu.se/publications/greenpaper.html
  7. 7. Partnership with South East European Educational Cooperation Network http://www.see-educoop.net/
  8. 8. Just published and freely available online – further details are at http://tepe.wordpress.com/
  9. 9. Quality Assurance and Teacher Education in Europe Colloquium (21-22 June 2010) http://cms.ucd.ie/education/qualityassuranceandeuropeanteachereducationcolloquium/
  10. 10. Research Questions <ul><li>1. What kinds of QA methods are used at a national level and what kinds of consequences do they have on objectives, contents and structures of teacher education, resources, and effectiveness? </li></ul><ul><li>2. What kinds of QA methods are used at a HE institutional and what kinds of consequences do they have on teacher education curriculum, organizational culture, resource allocation and infrastructure, teachers’ professional development and their competencies.  </li></ul><ul><li>3. How do national and institutional QA methods ensure teacher competence in certain critical areas such as active and collaborative learning and knowledge creation, ICT pedagogical applications, and inclusive education? </li></ul><ul><li>4. How are QA methods applied to the continuum of teacher education as life-long learning?  How are teachers’ competences supported and promoted in the induction phase and in-service training and what kinds of QA methods are used after pre-service TE? </li></ul>
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