Επαγγελματική επάρκεια εκπαιδευτικών : ευρωπαϊκές εξελίξεις και επιταγές.

Περίληψη

In recent years, the discourse about standards has become central to policy dis¬cussions about teacher education. It has been argued that their implementation leads to higher accountability and performance management for teachers. How¬ever, the prescription of teacher’s complex role through standards can been critiqued as technical rationality. At the same time, cross-national convergence in educational policy has been stimulated by supranational organizations such as the European Union. Its services collect information about national systems of teacher education, identify common trends and aspire to ensure high quality teacher education throughout the EU. However, there is strong differentiation among the national systems of teacher education. Every national system is shaped by its historical, economic and social context. Despite the convergence in challenges and problems, educational solutions remain specific in every country. The policy priorities of international organizations must take account of the different cultural perspectives of national teacher education systems.