European perspectives of teacher education and training

Abstract

Despite broad agreements on professional mobility, there has been little movement towards consensus across the European Union on what constitutes the good teacher and therefore on common features in training and qualification. Political declarations have not led to significant action by national politicians. Impetus towards a European dimension in the training of teachers has diminished in the last decade. Explanations may be sought in different historical contexts, situations and understandings. Recognition of differences may be a better foundation for professional mobility than a quest for communality, and case studies of experiences of teaching in other European contexts may lead to improvements in training for transfer. Whilst there are still rhetorical gestures towards convergence, a case study of the regulation of professional mobility to England, now more transparently controlled by the new General Teaching Council, illustrates achievable problem solving as a way forward.