|Symposium organised by the Network of Research in Teacher
(together with SubNetwork
A, TNTEE): 'New Flexibilities in Teacher
The purpose of the symposium will be to analyse major transformations
occurring throughout the nation states of the EU and beyond in the
structure, organisation, characteristics and control of teacher
education and professional development. One of the purposes of the
coorganizing sub-networks is to provide a context in which researchers,
practitioners and academics from diverse European states can
upon such changes and sharpen our collective capacity to comprehend
and, if necessary, influence developments. It is with this in mind
that this symposium has been organised to explore some general issues
raised by such transformations.
Why should so much change be occurring now? What are the influences
which may be generating such activity in so many diverse contexts?
Is it possible to discern any general trends behind the variability
nation-state policies? Are there common strands underlying the
different discourses and rhetorics, or is specificity all-important?
In some countries 'professional status' has been a painfully achieved
and jealously guarded designation for teachers. This is, however, by
no means true for all member states of the EU. There are some for whom
a movement towards 'professionalisation' is viewed as a regressive
step. Can the policy and structural changes be viewed as processes
professionalisation, de-professionalisation, or re- professionalisation?
What would be the criteria which would enable
comparisons to be drawn across these changes in terms of their
implications for teachers' work and status?
What contribution have teachers and their representative organisations
made to these policy transformations? Which were the other key
constituents in the policy process? What does this reveal about
patterns of educational governance and accountability?
Nationally and internationally, comparable issues are being
encountered more widely than in the field of education. Is it relevant
and helpful to draw comparisons with workers in other public sector
How valuable is it to think in terms of a European, or even global,
paradigm emerging for teacher education and professional development?
How would this intersect with questions of centralisation
/decentralisation, federalism, harmonization and subsidiarity?
Chair: Martin Lawn, Westhill College, Birmingham, UK
Pat Mahony and Ian
Hextall, Roehampton Institute, London, UK:
The Teacher Training Agency and
Qualifications in the UK"
The paper can be viewed
in your browser by clicking on the desired language (below):
- In English
- In French
- In German
The paper can be downloaded (PDF-format - you
) by clicking on the desired language below:
- In English
- In French
- In German
The paper will be presented on the subnetwork A symposium on
Thursday 25 september, 15:00-18:00
The Teacher Training Agency
(TTA) came into existence in England in
September 1994. It represents a significant realignment of patterns
power and control in the governance of teacher education and professional
development. It is now difficult to think of any stage of teaching
of teacher education which falls outside parameters established by
The establishment of the
TTA also coincided with a general public
policy trend for the government to establish agencies and non-departmental
public bodies, popularly known as QUANGO's, to implement and administer
whole areas of government policy, but outside the direct control of
For the purposes of this
symposium we are concentrating on the system
of National Professional Qualifications which the Agency is introducing
the following career stages: newly qualified teachers; expert teachers;
subject leaders; headteachers. We shall argue that these constitute
powerful intervention in the restructuring and recomposition of the
teachers and of the teaching profession itself.
University of Osnabrück, Germany
David Hartley, University of Dundee, Scotland
Vez & Lourdes Montero, University of Santiago de Compostela, Spain
Jana Svecoca, Charles University,Prague,Czech Republic
Maria Nagy, National Institute of Educational Research, Budapest, Hungary