International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Europe
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26 items
11
In this article, the authors discusses the open method of coordination (OMC) within the Lisbon strategy in terms of a European Space for Education and ‘programme ontology’. The focus is on indicators and the European dimension, and how they ‘work’ in the forming of contents and identities in this European Space for Education.
Published: 2010
Updated: Feb. 13, 2012
12
The current article addresses two key questions about the convergence of education policies in the European Union (EU). The authors argue that the open method of coordination (OMC) brings to national policy making a particular set of ideas about education, such as an emphasis on the contribution of education to building competitive economies. Finally, the paper suggests – on the basis of a preliminary exploration of the implementation of education OMC measures in the United Kingdom and Slovenia – that education OMC policy ideas resonate to varying degrees in ‘old’ and ‘new’ member states.
Published: 2010
Updated: Jan. 25, 2011
13
The present article critically examines the work of the European Commission-sponsored network, the European Expert Network on Economics of Education (EENEE). The aim is to develop understanding of the context and significance of the mobilization of the economics of education research and policy paradigm within the European Union’s Education and Training 2010 Work Programme. In conclusion, the article argues that the Commission has mobilized the economics of education politically and strategically.
Published: 2010
Updated: Jan. 25, 2011
14
This paper examines the International Civic and Citizenship Education Study (ICCS). In particular, the article focuses on the European Union’s (EU’s) involvement in the regional portion. Using the ICCS, the EU actively combines hard measures with soft power, allowing the EU to define and steer cross-national rankings of values of EU citizenship.
Published: 2010
Updated: Jan. 25, 2011
15
This paper describes the networks of experts involved in the fabrication of indicators and benchmarks supporting the Open Method of Coordination led by the European Commission. In studying international expertise ,the article explores the policy borrowing process and the transfer of knowledge between several agents and institutions at global level.
Published: 2010
Updated: Jan. 25, 2011
16
The authors have been developing a research project that allows them to approach the theme of lifelong learning and European educational policies, taking into account four levels of analysis: the supranational level, the national level, the institutional level, and the individual level of analysis. The present article focuses on the supranational level of analysis, drawing on data from an analysis of European educational policy documents.
Published: 2010
Updated: Jan. 25, 2011
17
The goal of this paper is to denaturalize the European Qualifications Framework (EQF) discourse through a discursive reading of the EQF policy and a review of research on national qualifications frameworks in a number of primarily Anglo-Saxon countries. The author argues that the EQF policy is not neutral, nor is there evidence to substantiate the claim that the EQF is a case of policy learning from ‘good practice’.
Published: 2010
Updated: Jan. 23, 2011
18
The current paper highlights of the improvement and convergence of the goals for education and training systems in the knowledge and learning society. The critical case of teacher education is then analyzed within the European Higher Education Area. The key European priorities of mobility and intercultural, multilingual competences in teacher education have been taken into account within the framework of an integrated, flexible curriculum.
Published: 2010
Updated: Jan. 23, 2011
19
The authors describe the collaborative theory-building process. This process is used by a diverse creative team of academics, artists, teachers, and undergraduate students to develop a model to teach about race and racism through storytelling and the arts.
Published: 2010
Updated: Jun. 13, 2010
20
This article presents the results of an exploratory research study into induction practices of novice teacher educators in six different countries. This study aimed to answer the question, 'How do novice teacher educators experience their induction period?' Data were gathered through semi-structured interviews with 11 beginning teacher educators. The findings indicated that induction is quite problematic. None of the teacher educators experienced a satisfying induction into their institute and the profession as well. The results of the interviews mirror the two levels of induction. Firstly, it refers to the organizational induction into the teacher education institute. Secondly, it is about becoming a member of the profession (professional induction).
Published: 2010
Updated: Mar. 21, 2010