23 SES 09 B, Negotiating the Meanings of Learning Outcomes as a Policy and Pedagogic Device: Teacher education and professional identities across Europe
Similarly to other European countries there have been three parallel processes in Hungary leading to the use of learning outcomes as a means of improving the relevance of teacher education. The first is the development of a competence framework for the teaching profession (going back to the late nineties). The second is the revision of higher education programs in the framework of the Bologna process leading to the establishment of MA level teacher education programs based on common competence requirements. The third is the development of a National Qualifications Framework as the implementation of EQF. These, partly external, influences have been common in several European higher education systems, especially in Central and Eastern Europe (Dobbins - Knill, 2009; Dobbins, 2015; Vukasovic, 2015; Fransson - Friberg, 2015) producing mixed outcomes (Allais, 2014). All these initiatives incited curriculum revision processes in teacher education, guided by learning outcomes as largely based on the competences required by teachers in their daily practice in schools. This has pressed teacher educators to rethink teacher education programs in the light of the skills needs of schools, and has significantly strengthened the practical orientation of teacher education programs. This process, its outcomes, strengths and weaknesses will be analysed in the proposed presentation. The analysis will rely on a major European comparative study, with Hungary as one of the national cases examined, in which the author was a lead expert (see Wiśniewski et al., 2015; Halasz, 2017).
Allais, S. (2014). Selling Out Education. National Qualifications Frameworks and the Neglect of Knowledge. Rotterdam: Sense Publishers Dobbins, M. (2015) Exploring the governance of Polish public higher education: balancing restored historical legacies with Europeanization and market pressures. European Journal of Higher Education 5(1): 18-33. Dobbins, M., & Knill, C. (2009). Higher education policies in Central and Eastern Europe: convergence toward a common model?. Governance, 22(3), 397-430. Fransson, O., & Friberg, T. (2015). Constructive alignment: from professional teaching technique to governance of profession. European Journal of Higher Education, 5(2), 141-156. Halasz Gabor (2017). The Spread of the Learning Outcomes Approaches across Countries, Sub-systems and Levels: A special focus on teacher education. European Journal of Education. 52 (1). pp. 80-91. https://doi.org/10.1111/ ejed.12201 Vukasovic, M. (2015). Concluding comments: when international, European and domestic influences collide. European Journal of Higher Education, 5(1), 96-106. Wiśniewski, J., Gordon, J., Halász, G., Looney, J., & Michel, A. (2015). The Application of Learning Outcomes Approaches across Europe. A Comparative Perspective. Final Report (ECORYS Polska, European Institute of Education and Social Policy and WYG PSDB. Cedefop). (see the final version of the study published by Cedefop online: http://www.cedefop.europa.eu/en/publications-and-resources/publications/3074)
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
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Network 10. Teacher Education Research
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Network 25. Research on Children's Rights in Education
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