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Review and Analysis of the EU Teacher‐related Policies and Activities
Author(s) -
Stéger Csilla
Publication year - 2014
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/ejed.12089
Subject(s) - competence (human resources) , lifelong learning , presidency , political science , pedagogy , public relations , thematic analysis , commission , process (computing) , sociology , psychology , qualitative research , computer science , social psychology , social science , law , politics , operating system
This article aims at raising awareness of the key role the EU already plays in matters of teacher policy. It takes stock of E uropean teacher policy related documents and activities, such as relevant strategies, presidency priorities, Council Conclusions, Commission working documents, the activities of thematic working groups, of networks, of data gathering and research, and the available supports of the Lifelong Learning Programme and of the E uropean S ocial F und. Based on this, the article provides a clear picture of the labour market need‐driven, pragmatic context of teacher policies and also the main shared E uropean teacher policy concepts, such as teacher competence profiles, the continuum of professional development and the support of teacher educators. These fundamental concepts were shared, developed and fine tuned in the process of Member States peer learning, a crucial and highly effective method of cooperation, which is also presented in the article. The article concludes by identifying both sides of the two‐way interaction process of E uropeanisation taking place between Member States and the EU in teacher policy development.