Teacher Education in Italy, Germany, England, Sweden and Finland

Autor/in	Ostinelli, Giorgio
Titel	Teacher Education in Italy, Germany, England, Sweden and Finland
Quelle	In: European Journal of Education, 44 (2009) 2, S.291-308 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
Schlagwörter	Teacher Education; Comparative Education; Educational Change; Foreign Countries; Socioeconomic Influences; Educational Environment; Educational Principles; Educational Philosophy; Models; Teacher Role; Educational History; Administrative Organization; Finland; Germany; Italy; Sweden; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Vergleichende Erziehungswissenschaft; Bildungsreform; Ausland; Sozioökonomischer Faktor; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Analogiemodell; Lehrerrolle; History of education; Bildungsgeschichte; Finnland; Deutschland; Italien; Schweden
Abstract	This article presents a brief analysis of teacher education in five European countries: Italy, Germany, England, Sweden and Finland. In the post-industrial world, the sense of teaching has profoundly changed, influenced by a rapidly evolving socio-economic context. The responses given by each country are different, but two tendencies emerge: on the one hand, the English model, which seeks to make a teacher a faithful executor with regard to centrally decided learning objectives; on the other, the Nordic model that conceives the teacher as a "fully-fledged" professional. From the point of view of the sustainability and of the safeguard of the educative mission of the school, the second model, though with all the difficulties that its efficacious realisation entails, presents some advantages when compared to the first. The article concludes with some considerations on the need to conceive the reform of teacher education from a systemic point of view, in the context of a global change of national school systems, where the autonomy of the single schools plays a role of paramount importance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10