The future of European teacher education in the heavy seas of higher education

Zgaga, Pavel

doi:10.1080/13664530.2013.813750

Cited by 44 publications

(36 citation statements)

References 7 publications

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“…We coined the term ‘universitisation’ to describe the attempts made by teachers’ colleges (or generally speaking, second‐tier higher education institutions) to mimic and implement the practices of first‐tier (usually research‐oriented) higher education institutions. This term is used here with a slightly different meaning than the common term ‘academisation’, which addresses the transformation (mainly of teachers’ education) from the professional to the academic sphere (Zgaga, ). In the Israeli case, colleges whose programmes became fully academic following substantial recent reforms (Kfir, Ariav, Feigen, & Leibman, ) seek to strengthen their position in the Israeli higher education market (Oplatka, ).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…higher education institutions. This term is used here with a slightly different meaning than the common term 'academisation', which addresses the transformation (mainly of teachers' education) from the professional to the academic sphere (Zgaga, 2013). In the Israeli case, colleges whose programmes became fully academic following substantial recent reforms (Kfir, Ariav, Feigen, & Leibman, 1997) seek to strengthen their position in the Israeli higher education market (Oplatka, 2002).…”

Section: Fi N D In Gs An D Discussionmentioning

confidence: 99%

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The implementation of internationalisation in Israeli teacher training colleges

Yemini

Hermoni

Holzmann

et al. 2017

Euro J of Education

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Higher education institutions worldwide are increasingly investing in ‘internationalisation’, although its meanings and measures differ significantly between contexts, countries, and institutions. This article analyses the implementation of internationalisation in three second‐tier higher education institutions specialising in teacher training programmes in Israel under an EU‐funded TEMPUS (Trans‐European Mobility Programme for University Studies) project. We show how internationalisation is implemented at these institutions, where diverse motivations, power relations, and ideas intervene. We discuss the main themes that emerged through semi‐structured interviews with the colleges’ leadership, supporting our findings with a content analysis of the colleges’ strategic plans. Our study provides new insights, revealing how the EU internationalisation agenda is interpreted locally in such settings, thereby highlighting the importance of the particular context in this process.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Fi N D In Gs An D Discussionmentioning

confidence: 99%

The implementation of internationalisation in Israeli teacher training colleges

Yemini

Hermoni

Holzmann

et al. 2017

Euro J of Education

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“…of global governance, initiatives which are spreading rapidly across national spaces (Seddon and Levin 2013). As we discuss subsequently, although we recognise that the historical, institutional and scientific dimensions discussed in this section are significant factors shaping the current profile of EDs and their curricula, the 'opening' of education systems towards 'the supranational' agendas about Education, and its contribution to the economy and society, is a crucial condition in order to understand current education developments in national settings (Zgaga 2013;Maguire, 2014).…”

Section: Introductionmentioning

confidence: 99%

European education policy initiatives and teacher education curriculum reforms in Greece

Sarakinioti

Tsatsaroni

2015

Education Inquiry

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The paper explores the ways in which university-based Teacher Education Departments in Greece have operated to promote changes to their undergraduate curricula. Our research approach views these changes as responses to the policies of the European Union and the Bologna Process for the 'modernisation' of higher education systems across Europe. Data are drawn from qualitative analyses of 18 curricula in two periods of their development, the middle of the 1990s and the late 2000s. The analysis of the study is based on Bernstein's theoretical concepts of classification, framing and meaning orientations, and describes basic types of university curricula regarding content organisation, pedagogical practices of teaching and learning, and knowledge evaluation. The findings reveal that, along with the disciplinary and professional criteria for knowledge recontextualisation, which have traditionally been legitimate in the field of Teacher Education, forms of weakly classified knowledge systematically oriented to problem-solving professional practices and school effectiveness are gradually crystallising and tending to become dominant. We argue that the marked shifts in the pedagogical means of teacher education may run the risk of thinning out teachers' knowledge base and de-professionalising their practices and identities.

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“…Процесс интернационализации обучения педагогов уже принял необратимый характер, однако наращение его динамики происходит медленно, что P. Zgaga объясняет консерватизмом образовательных систем на европейском пространстве [10].…”

Section: постановка проблемыunclassified

Academic Mobility in Teacher Education

et al. 2020

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Introduction. Nowadays, it is hard to consider higher education of the 21st century without the global context. The increasing globalisation opens up many opportunities for higher education development, while becoming a challenge to national systems for the training of qualified professionals, including teachers. Thus, the internationalisation of teacher education is currently becoming one of the global trends.The aim of the present research was to investigate the state of involvement of future Russian educators in the processes of academic mobility.Methodology and research methods. The research is based on the theory of internationalisation of education in the conditions of increasing globalisation. In the course of the research, the authors used a mixed toolkit: analysis and generalisation of academic publications, statistical data (the Eurostat working papers and OECD’s reports) and sociological survey. 1714 students of the universities of Siberia took part in the sociological survey.Results and scientific novelty. The analytical reviews of literature revealed the shortage of academic publications on the problems of internationalisation of pedagogical education and the lack of statistics in the Russian Federation on the academic mobility of future teachers. Based on the results of theoretical analysis, the levels of study of academic migration of students of pedagogical specialties were determined – geopolitical, organisational and personally-oriented. A questionnaire has been developed to ascertain the degree of academic mobility of students. This questionnaire includes scanning the portfolio of respondents, finding out their status and motivation to participate in the internationalisation process and academic exchange programmes. The analysis of the results demonstrates the low level of involvement of students of Siberian universities in the academic mobility programmes against the background of their high degree of readiness to study at other universities, including universities abroad. The reasons for non-involvement are identified.Practical significance. The recommendations for changing the critical situation are proposed. It is highlighted that academic mobility should take an important place in both the curriculum of Russian universalities and the individual educational routes. It is necessary to support academic mobility and form a new teacher’s professional identity in the global context.

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The future of European teacher education in the heavy seas of higher education

Cited by 44 publications

References 7 publications

The implementation of internationalisation in Israeli teacher training colleges

The implementation of internationalisation in Israeli teacher training colleges

European education policy initiatives and teacher education curriculum reforms in Greece

Academic Mobility in Teacher Education

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