希腊教师培训.docx
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希腊教师培训.docx
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希腊教师培训
Despitebroadagreementsonprofessionalmobility,therehasbeenlittlemovementtowardsconsensusacrosstheEuropeanUniononwhatconstitutesthegoodteacherandthereforeoncommonfeaturesintrainingandqualification.Politicaldeclarationshavenotledtosignificantactionbynationalpoliticians.ImpetustowardsaEuropeandimensioninthetrainingofteachershasdiminishedinthelastdecade.Explanationsmaybesoughtindifferenthistoricalcontexts,situationsandunderstandings.Recognitionofdifferencesmaybeabetterfoundationforprofessionalmobilitythanaquestforcommunality,andcasestudiesofexperiencesofteachinginotherEuropeancontextsmayleadtoimprovementsintrainingfortransfer.Whilsttherearestillrhetoricalgesturestowardsconvergence,acasestudyoftheregulationofprofessionalmobilitytoEngland,nowmoretransparentlycontrolledbythenewGeneralTeachingCouncil,illustratesachievableproblemsolvingasawayforward.
RecordingsofexperienceindifferentEuropeancontexts,andsuchsharedexperienceastheEuropeanSchools,willprovideavaluablebodyofevidenceforanyfutureimpetus.PerhapsonedayweshallbeabletotalkabouttheEuropeanteacher.Today,itremainsavision.
AgreementsonprofessionalmobilityhaveformedakeypartoftheEuropeanUnionsincetheTreatyofRome.Inpractice,however,therehasbeenverylittleeffectontheteachingprofessioninschools.FollowingtheTreatyofAmsterdam,wemighthavebeenexpectedbeforelongtohaveadoptedsharedwaysandmeansacrossEuropetolookforcommoncriteriaforrecognitionofqualificationsandexperience,inordertopromoteteachermobilityoratleastmakeitpossible,eventhoughformsandstructureswilldevelopdifferentlyindifferentlocalcontexts.Thisseemsnottohavebeenaninsuperableproblemin,forexample,thehealthservices,oncecommunicationskillshavebeenassured;butinteachingverylittlehassofarresulted.Somereasonsforthisareobvious,andhavebeennoted(e.g.Jarausch,1990;Smith,1992);othersmaybelessso.Amongthelessobviousmaybethedifferentnotionsandtraditionsthatexistinourdifferentcountriesandacrossschoolsectorsineachcountryaboutwhatconstituteseducation,schooling,orteaching(DeGroof,1995).NewEUmember-countrieshavehadsuchproblemscompoundedbytheneedtofillavacuumcausedbysuddenpoliticalchangeandtransitionfromtheSovietblockanditssystems.
Theremayseemtobeaconsensusongeneralprinciples.Soin1966UNESCO
offeredRecommendationConcerningtheStatusofTeachers(UNESCO,1966).Butforsuchprinciplestobeapplied,therearemanycommonissuesstilltobeexplored,forexample,acrossourvariousconceptsofteaching:
whatisateacher?
What,beyondalowestcommondenominatorofeducationandtraining,makesagoodteacher?
Whatistheextentofandwhocontrolsrecognition/accreditationprocesses?
Whatofthelinkswithcontinuingprofessionaldevelopment?
Arethereparticipatoryrolesofteachersincurriculumdevelopmentorinmerelyapplyingcurriculumdeterminedbygovernmentagency?
Whatareourvariousunderstandingsofteachingasaprofession?
Whatcharacterizesnational/historicalcontextsofnotionsofprofessionality?
Whataretheperspectivesofteachersthemselvesabouttheirprofessionalrole?
Whatsociologicalperspectivesinformpolicyontheteachingprofession?
Whatarethefunctionsofprofessionalbodiesindifferentcountriesandindifferentsectorsofeducationinthesamecountrywithpowersandresponsibilitiestoadviseand/orself-regulate?
IsthereanycoherenceindevelopmentsandtrendsintheEUonteachereducationandqualification,recognitionandmobility?
Thereisnopresumptionheretore-createorevenupdatetheadmirablecompendiaofthosewhohavetriedtomapourdifferences(Archer&Peck,1993;Green,1999;Jose,2002).Noristhereanyattempttoaccumulatedefinitionsofwhatweeachmeanbythekeywordswhichinformouractions:
education,teaching,profession,orthentoseeksimilaritiesandfundamentaldifferences;muchhasalreadybeendoneinthisfield(Sultana,1994).TheEUCouncilofEducationMinistersinSegovia23October1995,recordedthatparticipationhasanimportantroleinoptimizingthequalityofeducation;commentatorshavetendedtoemphasizelossesofprofessionalparticipationingovernment-controllededucationsystems.ItseemsreasonabletostartwithaviewthatindemocraticsocietiesoraconglomerateofdemocraticsocietiesliketheEUactivecitizenshipintheAristoteliansenseisarightandaduty,includingprofessionalresponsibilityforone’sactionsinessentialpublicservices,andthattrainingshouldemphasizethis.
Therhetoricofaknowledge-basedsocietyandthekeyroleofeducationandtrainingingeneral,andthetrainingofteachersinparticular,havefirsttoberealizedbyworkingtowardscommonstandardsofexpectation.Forthistohappen,professionalrecognitionisthemostpowerfullever.
Notionsofprofessionality,beyondtheaccountableefficiencythatoftengoesfor
professionalism,havetobeunderstoodinspecifichistoricandcontemporary
contexts,butinanycontextaneffectiveindependentopenlyprofessionalorganizationisrequired,notstate-controllednorexclusivetotheprofession,ifitistoactintheinterestsofclients.ThisisnotassometimesthoughtapeculiarlyBritishorEnglish-speakingtradition.Ifwetracetheoriginsofprofessionalbodies,wewillprobablyfindthem(Hunke,1980)intheAraborPersiantenthcentury.In931,Caliphal-Muktadirlearntofthedeathofapatient.Heorderedalldoctorsotherthanthoseingovernmentservicetobetestedandrecognizedbyacertificateofpractice,andestablishedaChamberofMedicalDoctors,withabrieftoadmiteachdoctoronlyforthatbranchofhealingwhichhehadmastered,withadiplomarequiringqualifieddoctorstocontinuetotakecounselfromtheirexperiencedpeers,andwithcollegialcouncilmeetingstoconsider,decideonandcooperateinthetreatmentofallcomplicatedcases.ThesearethescientificandprofessionaltraditionsthatspreadthroughSpain,SicilyandCentralEurope,transformingtheChristianmediaevalpriorityforthesalvationofsouls.
Amillenniumlater,in1988,theCouncilofMinistersadoptedaresolutiononthe
EuropeanDimensioninEducation,whichpromptedavarietyofnon-governmentalinitiativesonteacher-traininglinks,someofthemsupportedthroughtheEuropeanCommission(EC)ERASMUSprogramme.Inthelate1980sandearly1990s,notleastafterthefalloftheironcurtain,therewasconsiderableactivityamongteachertraininginstitutionstoidentifyandpursuecommonteachertrainingissues,includingquestionsofmutualrecognitionandpossibleconvergence.TheECwasauthorizedandinvitedin1988bytheCouncilofMinistersResolutiontopromotea‘EuropeanSummerUniversity’overthreeconsecutiveyears1989–92,fromwhichemergedthe,Réseaud’InstitutionsdeFormation(RIF),ornetworkofteachertraininginstitutions,topromoteaEuropeandimensioninteachertraining.Partofitsactivities,toidentifyandmakethecaseforsuchadimension,andtoworkonthecomparisonofteacher
educationandtrainingsystemsinEurope,wastoassembleessentialinformationinanimpressivehandbook(Beernaertetal.,1993),publishedbytheAssociationofTeacherEducationinEurope(ATEE),withthefinancialsupportoftheEC.It
remainsakeydocument,andiflittlehasbeendonesince1996todevelopitswork,thecausesmaybesoughtinthepoliticalinertiaofMemberStates.
Therehasbeenmuchpoliticalrhetoricaboutstrengtheningprofessionallinks,andtherehavebeengoodexamplesofvoluntaryinter-schoolandinter-traininginstitutionties,butsincethemid-1990sageneralpoliticalinertiaonEuropeanquestionsotherthanexpansion,compoundedin2005bythedébâcleinattemptstoagreeasimplifiedconstitutionalstatementofexistingtreaties,haspreventedprogressonwhatin1988shouldhavebeenthekeyelementoftheCouncilofMinisters’resolutionof1988,namelythecommitmentmadebyMemberStates,whichwere‘withinthelimitsoftheirownspecificeducationalpoliciesandstructures’(CouncilofMinistersoftheEuropeanCommunities,1988,p.5),tomakeeveryeffort:
1.tosetoutinadocumenttheircurrentpoliciesforincorporationoftheEuropeanDimensionineducationandmakethisavailabletoschoolsandothereducationalinstitutions;
2.toencouragemeaningfulinitiativesinallsectorsofeducationaimedatstrengtheningtheEuropeanDimensionineducation;
3.toincludetheEuropeanDimensionexplicitlyintheirschoolcurriculainallappropriatedisciplines,forexampleliterature,languages,history,geography,socialsciences,economicsandthearts.
4.tomakearrangementssothatteachingmaterialtakesaccountofthecommon
objectivesofpromotingtheEuropeanDimension;andonteachertraining:
5.togivegreateremphasistotheEuropeanDimensioninteachers’initialandin-servicetraining.Thefollowingcancontributeinachievingthisobjective:
–makingsuitableteachingmaterialavailable,
–accesstodocumentationontheCommunityanditspolicies,
–provisionofbasicinformationontheeducationalsystemsoftheotherMember
States,
–cooperationwithteachertraininginstitutionsinotherMemberStates,particularlybydevelopingjointprogrammesprovidingforstudentandteachermobility,
–makingprovisionintheframeworkofin-servicetrainingforspecificactivitiestoenhanceservingteachers’awarenessoftheEuropeanDimensionineducationandgivethemtheopportunityofkeepinguptodatewithCommunitydevelopments,
–
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