Áhugaverð skýrsla , Education and Training 2010: Three studies to support School Policy Development unnin af Finnish Institute for Educational Research í Jyväskylä, gefin út í Apríl 2010.
Í skýrslunni kemur m.a. fram:
„‘The Common European Principles for Teacher Competences’ (2005) and the Commission’s Communication ‘Improving the quality of TE’ (2007) have served as backgrounds to the study. They have identified the quality of teaching and Teacher Education as a key factor in securing the quality of education and improving the educational attainment of young people. According to the results of the study, the current situation concerning these two TE documents can be assessed as follows:
Both papers emphasise the professionalism of teachers as the profession should be attractive for young people. A well-qualified teacher profession with diversified knowledge, skills and competences has been stressed. Pedagogical and subject competences have been traditionally stressed in TE, also the importance of the relationship between theory and practice has been noticed widely. On the other hand, some skills and competences which have been more current during recent years have not yet been sufficiently taken into consideration when developing TE. For example, teaching heterogeneous classes as well as more effective understanding of pupils and students from different cultural backgrounds should be taken more seriously in TE curricula.
Both papers consider it important that the teacher profession should be closely tied to the surrounding society and the actors there. This is why co-operation and collaboration skills as well as improving communication skills will be even more significant in the future than they have been until now. According to the results of this study, such issues have not been given the consideration they deserve in TE documents.
Both papers emphasise lifelong learning principles and personal development in the teaching profession. These issues must have more attention in the future. To promote the idea of continuum in the teaching profession, there must be an assumption that the induction phase for a newly qualified teacher has to be developed and supported more effectively than so far, and that more attention should be paid to teachers’ in-service education than nowadays. Even now teachers’ in-service education has not been developed properly in many Member States and even in those countries where it is obligatory for teachers, the amount is insufficient and skills and competences which should be included in in-service TE have not been examined comprehensively.“