Trans Internet-Zeitschrift für Kulturwissenschaften 16. Nr. Juli 2006
 

8.4. Lehrerausbildung in der Europäischen Gemeinschaft: Eine Analyse der Strukturen und Visionen der Lehrerausbildung in den Europäischen Ländern | Teacher Training in the European Community: An Analysis of the Structures and Visions of Teacher Training in European Countries
Herausgeber | Editors | Éditeurs: Leyla Esentürk-Ercan / Melek Çakmak (Gazi Universität, Gazi Education Faculty, Ankara,Türkei)

Dokumentation | Documentation | Documentation


Teacher Training in the European Community: An Analysis of the Structures and Visions of Teacher Training in European Countries

Leyla Esentürk-Ercan [BIO] / Melek Çakmak [BIO]
(Gazi Universität, Gazi Education Faculty, Ankara,Türkei)

 

Introduction

Teacher training is an important component of education system everywhere. Every country has its own education system; therefore teacher training programs reflect the differences and similarities among the systems. As Garm and Karlsen (2004) pointed out:

teacher education is complex and ambiguous within and between countries. In this study, several teacher training programs in Europe are discussed with respect to the academic courses, additional studies, related events, practice teaching and excursions.

 

The Aim of the Study

This study mainly aims to compare teacher training systems of several countries in terms of some characteristics of these systems. For this aim, several countries teacher education systems were selected to be compared. Teacher education systems in Germany, Netherlands, Norway, Finland and Iceland are compared based on the related literature below.

 

Teacher Training and Professional Development in Germany

Teachers for all types of public schools in Germany complete university training programs. Teacher training for all types of schools consists of 4 to 5 years of academic training at a university followed by 2 years of student teaching. The minimum length of university studies varies from 3 years (plus an additional year for final examinations) for Grundschule teachers to 4 or 5 years (plus an additional year for examinations) for Gymnasium and vocational school teachers. However, in many cases, students require more than the minimum number of semesters in order to satisfy all course requirements for certification. After completing all required courses at the university, students finish their university studies with the First State Examination ( Erstes Staatsexamen) and then undergo 2 years of training as a student teacher before taking the Second State Examination to become a certified teacher. In all states, teachers are certified in one of the following areas: Grundschule for primary-level teachers for grades 1-4 (1-6 in Berlin and Brandenburg); Hauptschule and Realschule teachers for grades 5-10; Gymnasium and Gesamtschule teachers for grades 5-13; vocational-school teachers for grades 10-13; and special education ( Sonderschule) teachers for all grade levels. In Hessen, Bremen and Hamburg, teachers can be certified for both primary and secondary level (grades 1-10) in their major subject or subjects. All students must take courses in pedagogy and educational psychology, but other course requirements vary according to the type of school for which students will be certified. In addition to academic course requirements, all states require a component of practical experience and classroom observation as part of a teacher's university training. The length of the practical component varies from state to state (http://www.ed.gov/pubs/GermanCaseStudy/chapter5a.html)

 

Teacher Training and Professional Development in Netherlands

In the Netherlands it takes about four years to gain a mainstream teaching qualification. Primary school teachers study at institutions of higher education. They are trained to teach all curriculum subjects, but also a specialist subject. The initial teacher training (ITT) includes an introduction to educating pupils with special needs. Two forms of teaching qualification exist in secondary education: a lower secondary and a full qualification. To become fully qualified, study at an institute of higher education or university is necessary (http://www.european-agency.org).

 

Teacher Training and Professional Development in Norway

Pre-primary teachers follow a three-year course at teacher training colleges. Teachers of compulsory school-age pupils now complete a four-year programme of university or teacher training college education. University trained teachers can only teach the subject they have specialised in. College trained teachers are qualified to teach all curriculum subjects. All teachers receive introductory courses in special education and support services in their initial training. Half a year of special education is required in the initial teacher training. There are also mainstream in-service training programmes on special education issues (http://www.european-agency.org).

 

Teacher Training and Professional Development in Finland

Pre-school Education: Teaching and guidance staff within day-care centres have either Bachelor’s degrees from a university or a polytechnic or what used to be known as post-secondary vocational qualifications. In addition, they may be assisted by other child-care professionals with relevant upper secondary vocational qualifications.

Compulsory Education and General Upper Secondary Education: Teachers in the first six forms of basic education are usually generalists (class teachers); whereas those in the last three forms and at upper secondary level are subject specialists (subject teachers). Class teachers are Masters of Education and subject teachers have completed a Master’s degree in the subject they teach as well as pedagogical studies

The departments of teacher education and continuing education centres of universities and the National Board of Education provide teachers with further and continuing education and training every year (http://www.european-agency.org).

 

Teacher Training and Professional Development in Iceland

The university consists of two departments, the Department of Undergraduate Studies with six programmes of study and the Department of Graduate Studies.

The Department of Undergraduate Studies offers the following programmes: Developmental Therapy/Social Pedagogy, Early Childhood Education, Primary and Lower Secondary Education, Recreational and Social Activity Studies, Sport and Physical Education, Teacher Certification. The programmes offered include a 90 unit (180 ECTS) B.A., B.S., and B.Ed. degree, 45 unit (90 ECTS) Diploma and a 30 unit (60 ECTS) postgraduate degree, Teacher Certification programme.

The postgraduate programme offers courses for professionals in education and Developmental Therapy/Social Pedagogy (a specialisation in the field of disabilities). Study at this level is largely organised as distance education. Postgraduate students can earn a Diploma in Education after completing 15-30 units (30-60 ECTS) or a M.Ed. degree after 60 units (120 ECTS). Graduate students choose a specialisation in fields such as special education, administration, curriculum and instruction, education theory or educational technology. A 90 unit (180 ECTS) doctoral programme became available in 2001.

 

Conclusion

Teachers have been at the core of education process with their changing roles from past to today. In a sense, teacher training programs have crucial responsibilites to train teachers. As can be seen from the several teacher education systems explained above, countries follow different models according to their own education systems in order to train teachers. Garm and Karlsen (2004) noted that teacher education colleges qualify teachers mainly for primary and lower secondary school and for teaching most school subjects.

The literature review in this study also indicated that there are some common points among these systems in addition to some differences. Even though there is some research that has investigated this issue in some aspects (e.g.Lindgren, 2005; Jones, 2001), more study is needed to see more detail. For this reason, detailed research to compare teacher training systems should be carried out. A comparative analysis of the issues of teacher training programs is needed in further studies.

In summary, what Garm and Karlsen (2004) pointed out, seems important. According to them "even though common trends may be identified in educational reforms in Europe, and there is an increasing activity towards integration between the different national educational systems, including teacher education, we cannot say that there exists a common teacher educational system in Europe. In relation to structure, curriculum, length of education and achievement standards, diversities are more striking than similarities".

© Leyla Esentürk-Ercan / Melek Çakmak (Gazi Universität, Gazi Education Faculty, Ankara,Türkei)


REFERENCES

Garm, N. & Karlsen, G.E. (2004) Teacher education reform in Europe: the case of Norway; trends and tensions in a global perspective.Teaching and Teacher Education 20(7),731-744.

Jones, M. (2001). Mentors’ Perceptions of Their Roles in School-based Teacher Training in England and Germany. Journal of Education for Teaching, 27(1), 75- 94.

Lindgren, U. (2005). Experiences of beginning teachers in school-based mentoring program in Sweden. Educational Studies, 31(3), 251-263.

Sander,T.(1991)Modelle der Lehrerausbildung im zusammenwachsenden Europa.ZEB.

WWW: http://www.ed.gov/pubs/GermanCaseStudy/chapter5a.html (2006.24.05)

WWW: http://www.european-agency.org/nat_ovs/united_kingdom/5.html (2006.24.05)


8.4. Lehrerausbildung in der Europäischen Gemeinschaft: Eine Analyse der Strukturen und Visionen der Lehrerausbildung in den Europäischen Ländern | Teacher Training in the European Community: An Analysis of the Structures and Visions of Teacher Training in European Countries

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For quotation purposes:
Leyla Esentürk-Ercan / Melek Çakmak (Gazi Universität, Gazi Education Faculty, Ankara,Türkei): Teacher Training in the European Community: An Analysis of the Structures and Visions of Teacher Training in European Countries. In: TRANS. Internet-Zeitschrift für Kulturwissenschaften. No. 16/2005. WWW: http://www.inst.at/trans/16Nr/08_4/esentuerk-ercan_cakmak16.htm

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