Final Report Pilot Project - Relaciones Internacionales de la ...

As regards secondary level teacher education the following
components are represented in the programs of study of most teacher
education institutions in Europe:
—Studies in academic disciplines (usually two) other than
educational sciences perceived to be indispensable for the
teaching of corresponding «school subjects». These studies take
most (usually some 90 %) of the study time available for students.
—Studies in Fachdidaktik / subject-related didactics. Studies in
academic disciplines and subject-specific didactics usually take
around 90 % of the entire study time.
—Education studies (see primary level teacher education).
—Teaching practice (which is not offered by all institutions of
teacher education within their programs of study.
Although considered as enormously important (cf. European
Network of Teacher Education Policies, Green Paper on Teacher
Education in Europe) a research component with professional relevance
has not become an integral component of most of the models of
teacher education in Europe yet.
We will not claim at this place on the problematic situation with
the knowledge base, «core curricula» and contents of programs of
teacher education in a number of European countries. Many programs
have to be characterized as opinion - based collection code curricula
reflecting power games in the «social arena» of teacher education.
Less political and lobbyist argument and more orientation on both
research - based and professional argument might contribute to more
adequate solutions (cf. for the USA the ambitious project of the
National Commission for Teaching and Americas Future).
While developments in e.g. Finnish teacher education might
provide ample input for the definition of problem spaces and problem
solutions, or recent discussions e.g. in Germany on the necessity of a
«core curriculum» for teacher education reflect an increased problem
awareness with problems of the knowledge base of teacher education,
we will raise at this place the following questions:
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—What are the aims and contents of education studies within
teacher education both at primary and secondary level, and the
education of other types of teachers (e.g. business studies,
technical schools, special education, pre-primary level)?
—Which components are represented in different European
programs of study of teacher education (education studies,
academic studies, Fachdidaktik / subject-related didactics /