COMPETENCE-BASED APPROACHES TO PROFESSIONAL PREPARATION OF TEACHERS IN THE EUROPE
Journal Title: Збірник наукових праць «Педагогічні науки» - Year 2017, Vol 79, Issue 3
Abstract
The article deals with the problem of competence-based approaches to teacher education in the Europe. In the last years, teacher education in the Europe has been dominated by problems: the need to bridge the gap between theory and practice, the shortage of teachers in the Europe, and finally the liberal ideas on a mar- ket-orientated society. Teacher education should offer more flexible routes, taking into account the results of prior (formal and informal) learning. An example of this development is a new law on allowing people with prior learning to enter the teaching profession without having done a full course on teacher education. Finally it must be noted that a fundamental discussion (M. Elshout-Mohr, R. Ootsdam, A. Dietze, M. Snoek et al.) is going on in the academic world of European educational research about the way assessment systems must be aligned to constructivist and competence-based educational arrangements. In a recent policy document of the Ministries of Education, the position of institutions, which play an important role in supporting schools in their development, like institutions for curriculum development and in-service training, assessment-centers and in- stitutions for teacher education, has changed. The key players in the European education are the schools and all supporting institutions should adapt to the needs of the schools. This approach calls for an open market, where schools can buy services they need from every organization, commercial or non-commercial. Inspired by the work of the ATEE Research and Development Centre on Developments in Curricula for Teacher Education, the Dutch association for teacher educators, VELON, has started a scenario project on the future of teacher education in the Europe. VELON projects and pilots towards competence-based learning, the formulation of competencies, the introduction of portfolios and the development of new competence-based instruments for assessment are analyzed in this article.
Authors and Affiliations
N. Yu. Cherednichenko
Keywords
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