una Teacher Training and Professionalization: A Comparative Analysis of Portuguese policies within the European Context
DOI:
https://doi.org/10.5944/reec.47.2025.44078Palavras-chave:
Teacher education policies, transnational regulation, political sociology of public action, Portugal, Europeanisation of educationResumo
This study investigates the evolution of teacher training policies and entry into the teaching profession in Portugal within the broader European framework, emphasizing the influence of transnational regulatory processes such as the Bologna Process. Grounded in the political sociology of public action, the research conceptualizes policy as a form of public action shaped by multiregulation, encompassing transnational regulatory dynamics and their interaction with national contexts. Using a phenomenological-interpretative approach and documentary analysis, it explores how national and supranational frameworks interact and manifest in policies governing teacher certification and initial training. The study examines processes of policy recontextualization, including Portugal's adaptation to European guidelines, such as the transition to a master’s degree requirement for teaching and the creation of new professional profiles. It also highlights the tensions between national traditions and European convergence objectives, showing how these dynamics result in hybrid policy translations. By addressing the interplay between local and transnational forces, the study underscores the complexities of transnational regulation and its influence on aligning national policies with European directives, as well as the broader implications for professionalization in the teaching field.
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Direitos de Autor (c) 2025 Marta Mateus de Almeida, Estela Costa
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