European globalization in teacher training policies and programs. The national vs. the european

Abstract

This is an institutional and curricular study of teacher training models in the European context, which emphasis their European dimension; that is to say that, despite the diversity of practices (administrative and methodological), we intend to highlight the most common and relevant training components in the European context. There are two objectives of this research work. On the one hand, the diagnosis of the “European perspective of teacher training”. It is this dimension that we would understand with “global” connotations, not so much in geographical terms, but in reference to the influence of training design on other international contexts. Secondly, we intend to question the “national character” of teacher training programs and methods; This would be defined by the “divergences”. In a methodological sense we do not intend to apply a comparative method but, rather, a socio-historical comparative approach that is based on the analysis of documents. It is not about the historical facts, but about the historical meaning of the training data. We assume that in terms of academic and school culture, Europe is not uniform but territorial. It is the curricular models that take us to the countries and not the other way around. And it is this European territoriality that we intend to test and verify in teacher training. The documentary and bibliographic analysis carried out allows us to verify, in terms of results, that the teacher training models in the European Union are marked on the one hand by international agencies; on the other, by the programs and reports emanating from European organizations and networks, and, on the other, by the national institutional and curricular tradition. That is to say, we can speak of a European perspective of training that is perceived in the structures of the programs, in the theory/practice relationship, in the nature and certification of competencies, in the increasingly widespread access/admission mechanisms. and in the different transition formulas towards professional practice. The methods and models of training, recruitment, evaluation and transition have common (European) and differential (national) components. The local, the national/territorial and the European seem condemned to be understood in teacher training models. As well as the theory/practice relationship and the interconnection between the productive system (schools) and the training system (university training centers).