Session Information
10 SES 04 C, Research on Programmes and Pedagogical Approaches in Teacher Education
Paper Session
Contribution
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The paper is about comparative analysis of the organisation of teacher education between eight European countries in terms of contents and curricula as well as structures and governance. Main goal is to identify how different teacher education systems prepare future teachers to cope with educational disadvantage of their students. Research questions are: How are issues of access, coping and the relevance of education addressed in European teacher training? What are the similarities and differences in the structure of teacher training between countries? In which way does teacher training prepares future teachers for handling of and coping with educational disadvantage? The presentation will focus on the organisation of the research network (see below), the operationalisation of research questions and will show first results to give an idea of the process of fieldwork and prospective findings.
We assume that the analysis of four dimensions provides an indication of the amount and quality of how teacher training works in this regard: (1) knowledge of theories and the current situation of educational disadvantage; (2) diagnosis, support and counselling regarding individual learning processes; (3) individualised teaching, handling of heterogeneity and differentiation in classroom; (4) school career planning advice and decisions related to educational transitions and trajectories as well as vocational guidance and occupational orientation of students in school.
Three approaches have been chosen to conduct research along the four dimensions. Firstly, the involved partners of the project produce a specific country report. These documents are used to gather comparative data about structures and governance (e.g. organisation of teacher education programmes or administrative and legal basis of teacher training). Secondly, document analyses are used to proof if and how teacher training curricula and standards cover the four dimensions explained above. Thirdly, expert interviews are carried out with institutional responsible for theoretical and practical training (e.g. professors at university) as well as with administrative responsible (e.g. representative of ministry of education). Data from all of the three sources are combined to get an idea if and how the handling of educational disadvantage is covered by respectively countrie’s teacher training.
The research is part of the GOETE project (Governance of Educational Trajectories in Europe) which is concerned with understanding how education systems deal with the changing relation between education and social integration in the knowledge society. It analyses young people’s educational trajectories in Finland, France, Germany, Italy, Netherlands, Poland, Slovenia and the UK. Applying a life course perspective it asks how young people’s access to different stages of education is regulated, how coping with forms and demands of education and lifelong learning is facilitated, and if and how education is relevant for the future lives of young people. The project duration is three years (2010 to 2012) and it is funded under the Humanities and Social Sciences section of the EU’s 7th Framework Programme. About 50 scientists of 13 different institutions are involved. Research on teacher education is only one out of nine work packages involved in the overall GOETE project.
Method
Expected Outcomes
References
• Bourdieu, Pierre & Passeron, Jean-Claude (1977): Reproduction in education, culture and society. London: Sage. • Brubaker, Rogers (2004): Ethnicity without Groups. Cambridge, Mass.: Harvard UP. • Cochran-Smith, Marilyn (ed.) (2008): Handbook of research on teacher education. Enduring questions in changing contexts. 3rd edition. New York: Routledge. • Connelly, F. Michael, Fang He, Ming & Phillion, Joann (eds.) (2008): The Sage handbook of curriculum and instruction. London: Sage. • Darling-Hammond, Linda & Bransford, John (2005). Preparing teachers for a changing world. San Francisco: Jossey-Bass. • Eurostat: Education and training statistics database. Online at: http://epp.eurostat.ec.europa.eu/portal/page/portal/education/data/database [retrieved: 10.01.2011) • Eurydice: Information on Education Systems and Policies in Europe. Online at: http://eacea.ec.europa.eu/education/eurydice/index_en.php [retrieved 10.01.2011]. • Helsper, Werner, Hummrich, Merle & Kramer, Ralf-Thorsten (2010). Qualitative Mehrebenenanalyse. Weinheim: Juventa, pp 119–135. • OECD: Education at a Glance 2009. OECD Indicators. Online at: http://www.oecd.org/edu/eag2009 [retrieved 10.01.11]. • Pierre, Jon & Guy Peters (2000): Governance, Politics and the State. MacMillan, London. • Pinkerton J. & Dolan, P. (2007): Family support, social capital, resilience and adolescent coping. Child and Family Social Work, 12, pp 219–228. • Walther, Andreas, Biggart, Andy & du Bois-Reymond, Manuela (eds.) (2006): Participation in transition. Motivation of young adults in Europe for learning and working. Frankfurt a.M.: Peter Lang.
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