Revisiting the European Teacher Education Area: The Transformation of Teacher Education Policies and Practices in Europe

Symeonidis, Vasileios

doi:10.26529/cepsj.509

Cited by 25 publications

(12 citation statements)

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“…European structural funds were a significant policy incentive for promoting competence-based teaching, whilst the learning outcomes approach influenced the design of ITE programmes and the formulation of competences and indicators for teacher career promotion. The Hungarian teacher competence frameworks can thus be seen as an outcome of the Europeanisation process that has emerged in teacher education in the last 20 years (Symeonidis, 2018). On the other hand, the shift towards teacher competences is the accomplishment of key policy players who influenced the change process in the domestic teacher policy arena.…”

Section: Discussion and Con Clus I Onmentioning

confidence: 99%

“…Competences, formulated as learning outcomes, have found widespread applications among European countries in the design and delivery of initial teacher education programmes, although progress has been uneven (Halász, 2017). To support the development of learning outcomes in teacher education, several countries have used the European Social Fund (ESF) and other structural and research funds provided by the European Commission (Symeonidis, 2018).…”

Section: Te Acher Compe Ten Ce Fr Ame Work S In Europementioning

confidence: 99%

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Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning

Symeonidis

2019

Euro J of Education

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The aim of this article is to examine the development and implementation of teacher competence frameworks in Hungary. Supported by European structural funds, Hungary introduced a teacher competence framework for initial teacher education in 2006 and another for the career promotion and appraisal of teachers in 2013. Employing the process tracing method, the article follows the evolution of teacher competence frameworks over time, based on a document analysis and expert interviews with policy officials and teacher educators. Findings show that the Hungarian teacher competence frameworks evolved as an outcome of a broader Europeanisation process in teacher education, on the one hand, and of internal political priorities, on the other. Strong political commitment was often linked to weak implementation capacities, so that dissatisfaction was created on the side of teachers. Depending on the way local actors use these frameworks, some perceive it as a way of limiting teacher autonomy, whilst others feel it promotes teacher professionalism.

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Section: Discussion and Con Clus I Onmentioning

confidence: 99%

Section: Te Acher Compe Ten Ce Fr Ame Work S In Europementioning

confidence: 99%

Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning

Symeonidis

2019

Euro J of Education

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“…Although some argue that there is extensive literature to apply these approaches in terms of individual development in the career field (Burck et al, 2014), there are criticisms that these models lack practical methods for implementation in counselling practice (Aulthouse et al, 2017;Mellin et al, 2011). School counsellors point out that psychology and social work are more focused on pathology and the medical model (Mellin et al, 2011) rather than on the power and benefits model (Symeonidis, 2018). The shift in thinking towards strengths, at least on a theoretical level in student counselling, is the emphasis of the Positive Psychology Movement on Strengths and Advantages model, which enables good practice (Seligman & Csikszentmihalyi, 2014).…”

Section: Strength and Positivity In Career Counsellingmentioning

confidence: 99%

People with Special Needs and Career Development Based on Strength

Drobnič

2022

CEPSj

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The present work deals with career counselling for people with special needs based on the paradigm of positive psychology, which is becoming increasingly relevant in counselling and therapeutic processes. It is an approach to counselling and working with clients based on the strengths of the individual and represents a paradigm shift – a departure from the approach based on deficits and weaknesses. The empirical study established the prevalence of this approach in Slovenian elementary and secondary school counsellors. The results show that this way of counselling is a new strategy for mobilising various internal sources of strength and a supportive environment, which improves the individual’s ability to achieve the best possible self-sufficient education and integration into professional and social life. However, in the case of counselling for persons with special needs, a balance needs to be achieved between a strength approach and others that focus on personal problems and weaknesses.

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“…Achieving the desired result is carried out through the transformation of methods, policies and practices of teachers' activities. Therefore, Symeonidis (2018) argues that modern methods of teachers' training should be developed, taking into account the following aspects: coordinated policy at the level of individual countries and at the level of the European-wide space; the application of intersectoral instruments of influence on educational processes -attracting financial resources from different sectors of the economy, attracting practitioners to educational activities, etc. ; the use of scientifically determined teaching management methods for foreign language teachers; adaptation and application of the requirements of the Bologna process to training foreign language teachers; expanding opportunities for foreign language teachers to participate in educational national or interstate programs; consideration and adjusting the pressure on educational processes by interested parties (in particular, state and local authorities).…”

Section: Literature Reviewmentioning

confidence: 99%

Modern Methods of Training Foreign Language Teachers

Chernysh¹,

Vaseiko²,

Kaplinskiy³

et al. 2020

IJHE

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Transformational trends of the modern social and political-economic space determine the modernization of the educational sphere, in particular, the system and methods of teaching highly skilled foreign language teachers. Deficiencies in existing technologies for development professional skills, the lack of innovative, modernized techniques for training competitive teachers, as well as the need to improve the quality of teaching staff in some European countries require adjustment of methodological support for training of narrow-focused teachers; forasmuch as professional development and the competence level of teachers directly affect the formation of socially-oriented, multifunctional educational systems in different countries of the world and determines the relevance of the issues proposed for the investigation. The purpose of writing an academic paper is to analyze modern methods of organizing the educational process of foreign language teachers and determining the basic factors that have a decisive influence on the level of pedagogical competence. The following research methods have been used during the writing of the research article, namely: comparison, system-structural research, statistical-analytical, tabular, graphical methods, analytical modeling, as well as methods of abstraction, analysis and generalization. As a result of generalization of modern teaching methods in European countries, it has been determined that general education practice involves the use of formal, non-formal and informal methods of training foreign language teachers. The non-formal and informal methods are the most effective of them, forasmuch as they are connected with the high level of the educational process’s coherence, professional activities and the practical aspect of applying the acquired knowledge. The practice of using non-formal technologies to improve pedagogical competence and qualification of foreign language teachers has become widely used in most European countries. A thorough analysis of non-formal education in Europe has determined that the most accessible is a multi-sensory approach to training that takes into account various aspects of language education and does not require significant financial support.

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Revisiting the European Teacher Education Area: The Transformation of Teacher Education Policies and Practices in Europe

Cited by 25 publications

References 12 publications

Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning

Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning

People with Special Needs and Career Development Based on Strength

Modern Methods of Training Foreign Language Teachers

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