This symposium examines the need for curriculum design competencies of teachers against different curriculum policy backgrounds, in this symposium Ireland and the Netherlands. The Netherlands have made curriculum policy less prescriptive and leave space for schools and teachers to follow their local curricular aspirations. Ireland on the other hand has a curriculum centrally devised and externally examined. Nevertheless in both Irish and Dutch schools, teachers are expected to take an active role in school-based curriculum design. As a consequence, the continuum of teacher education (encompassing initial teacher education programmes, induction of newly qualified teachers and the continuing professional development (CPD) for practicing teachers) needs to follow these expectations.

Both contributions examine if there are specific curriculum design competencies needed by the student teacher, different to the novice teacher, different to the practicing teacher. Are there commonalities and differences across different countries? Moreover, both contributors will present findings on how teacher (pre- and in-service) education seeks to enrich teachers' curricular knowledge, understanding and competencies throughout their careers through formal learning trajectories, mentoring, facilitation. The Irish insights will be derived from research on teacher preparation programmes whereas the Dutch insights will be derived from research on in-service education.

The symposium is in line with the OECD policy perspective (describing Common European Principles for Teacher Competences and Qualifications) that encourages teacher education and others to have a proactive role in identifying and articulating what they understand as being the competences teachers need to posses for contemporary and emerging forms of schooling.