ERG SES H 09, Policies of Education
The objective of this paper is to report an analysis of the current state of teacher education system in Ukraine and its transformation processes in the context of integration into the European higher education and scientific research. It is important to compare the results of reforming Ukrainian educational sector with the achievements of other European countries. The main problem is taking into account national peculiarities of teacher education development in different countries and Ukraine in particular within the European dimension. Therefore, an integral part is to study the peculiarities of the national higher education development considering socio-political, economic, historical and mental factors.
Theoretical basis of our study constitute provisions of the modern theory of teacher education of European as well as Ukrainian researchers and also international documents of UNESCO, European Council, CEDEFOP, OECD and others.
Through the analysis of the dynamics of the European educational policy formation, theory and practice of teacher education, the research has focused on:
- the strategy for legislative and regulatory support of teacher education reforms. Ukraine's joining the Bologna process resulted in the need for rapid implementation of a number of systemic and structural changes in teacher education in accordance with the recommendation documents of ministerial conferences of the participant counties. Analysis of educational policy in Ukraine allows to distinguish three periods characterized by certain trends in the development of the educational legislation of teacher education and to compare them with European trends;
- the structure of teacher education and tools of European comparison. One of the essential elements of the establishment of a national system of higher education in Ukraine in general and teacher education in particular, was the introduction of multilevel education system (Junior Specialist, Bachelor, Specialist, Master). This was due to the need to bring them in line with modern European education systems and the lack of internal flexibility in the traditional training;
- implementation of the European Credit Transfer System (ECTS ). Experimental implementation of ECTS in Ukraine started in 2003-2005 when teaching process was organized in the form of credit-module system. Nevertheless, this system was not a direct projection of ECTS as it was based on a combination of European guidelines and national module-rating system. This combination allowed to use familiar tools which made it possible to solve certain problems of formal comparability of two education systems;
- definition of professional competence for European teachers. "European dimension" which became an integral part of the contents of continuous pedagogical education at all stages, serves as the establishment of a balance between national and transnational values in the educational policy of the European countries. The components of "Europeanness" as a part of professional competence of teachers are: European identity, European knowledge, European multiculturalism, European linguistic competence, European professionalism, European citizenship, European dimension of quality, European mobility of teachers;
- implementing in Ukraine the Standards and Guidelines for provision of qualitative higher teacher education in its European aspect. The evidence of importance of this issue is developing Standards and guidelines for quality provision in the European higher educational space, operating since 2006 and developed by EU experts EU quality indicators of continuous professional development of teachers which comprise single framework of quantitative and qualitative indicators. There is no comprehensive provision system of qualitative higher teacher education in Ukraine. Its temporary substitutes are licensing and accreditation systems, external inspection of educational institutions and internal rector control.
Association of Teacher Education in Europe (2006). The quality of teachers, recommendations on the development of indicators to identify teacher quality. Brussels: ATEE. Buchberger, F. (1996). Some Remarks on the Current State of Teacher Education Studies in the European Union. Ole Publication Series (2): Helsinki. Harford, J. Hudson, B., Niemi, H.; (2012) Quality Assurance and Teacher Education Policy: International Challenges and Expectations. Oxford: Peter Lang. Hudson, B., Zgaga, P. (eds.) (2008). Teacher education policy in Europe. A voice of higher education institutions. Fakultetsnämnden för lärarutbildning, Umeå Universitet. ETUCE (2008). Teacher Education in Europe. An ETUCE Policy Paper. Eurydice (2012). The European Higher Education Area in 2012: Bologna Process Implementation Report. EACEA P9. Eurydice. European Commission (2007a). Schools for the 21st century. (Commission Staff Working Paper). Brussels: European Commission. Galton, M., Moon, B. (eds.) (1994) Handbook of Teacher Training in Europe. Issues and Trends. London: David Fulton Publishers. Maandag, D., Deinum, J., Hofman, A. & Buitink, J. (2007). Teacher education in schools: An international comparison. European Journal of Teacher Education, 30(2), 151–173. OECD (2005). Teachers matter, attracting, developing and retaining effective teachers. Paris: OECD. Kremen, V. (2003). Bologna process: convergence, rather than unification. Zerkalo nedeli, 48 (473). (in Ukrainian). Ogienko, O., Rolyak A. (2009). Model of Professional Teachers Competences Formation: European Dimension. TEPE Conference 2009. Retrieved from http://htk.tlu.ee/tepe/wp-content/uploads/2009/05/ogienko_rolyak.pdf Ogienko, O. (2011) Professional training of secondary school teachers in the UK, Canada and the United States: similarities and differences. Adult Education: Theory, Experience and Prospects. № 4, 105-115 (in Ukrainian). Puhovska L. (2009). The European dimension of teacher education: new competence of teachers. Comparative studies teaching. №1, 63-70. (in Ukrainian). Ministry of Education and Science of Ukraine (2004). Conceptual Framework for Teacher Education and Ukraine's integration into European educational space. Kyiv: Ukraine MON Press. (in Ukrainian). Zgurovsky, M. (2006). The Bologna process: basic principles and processes of structural reform of higher education in Ukraine. Kyiv: "KPI" (in Ukrainian). Sayer, J. (2006). European perspectives of teacher education and training. Comparative Education. 42 (1), 63-75. Snoek, M., Zogla, I. (2009). Teacher education in Europe. Characteristics and development. In Anja Swennen, Marcel van der Klink (eds) Becoming a Teacher Educator: Theory and Practice for Teacher Educators (pp.11-27). Dordrecht: Springer. Schratz, M. (2005). What is a "European Teacher"? A discussion Paper. ENTEP Papers. Final version, June 2005; URL: http://www.pa-feldkirch.ac.at/entep/
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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