The Palgrave Handbook of Teacher Education in Central and Eastern Europe

This handbook provides a comprehensive, scholarly overview of teacher education in Central and Eastern Europe (CEE), since the fall of communism in 1989. It looks closely at recent trends, emerging practices, and possible futures for teacher education in twenty-one CEE countries – reaching from the Balkans, through the Visegrad Group, to Eastern Europe and the Baltics. The contributing authors reflect on their own countries’ uphill battles and journeys towards modernising teacher education over the last three decades. Subsequently, contemporary teacher education policies, structures, and practices are explored in light of Bologna reforms, EU higher education policies, and globalisation processes. Each chapter also offers some predictions about likely future trajectories – with concrete suggestions on how to develop and improve teacher education systems in response to the growing pressures of neoliberal ideologies. The Palgrave Handbook of Teacher Education in Central and Eastern Europe provides a valuable reference that enriches the work of scholars, students, policymakers, and practitioners across CEE and beyond. Foreword Acknowledgements Contents Editors and Contributors About the Editors List of Contributors List of Figures List of Tables Part I: Introduction 1: Setting the Scene: The Changing Contexts of Teacher Education in Central and Eastern Europe and Beyond Introduction How Did This Book Come into Being? What Does the Modern Central and Eastern Europe Landscape Look Like? Which Unified Analytical Framework Is Best for Understanding Teacher Education Across Central and Eastern Europe? What Is the Structure of This Handbook? Part II: The Visegrad Countries Part III: The Balkans Part IV: The Baltics Part V: Eastern Europe References Part II: The Visegrad Countries 2: Teacher Education in the Czech Republic: Recent Developments and Future Prospects Introduction Context of Teacher Education Teacher Education Reforms in the Last Three Decades in Light of Global Trends Democratic Citizenship Internationalisation Emphasis on Competences, Rather than Knowledge ICT, Digital Technology, and Teacher Education Equity and Inclusion Main Characteristics of the Existing National Initial Teacher Education System Characteristics of Existing National Teacher Professional Development Systems Tensions and Challenges in Transforming the Teacher Education System in the Czech Republic Suggestions for the Future Development of Teacher Education in the Czech Republic References 3: Teacher Education in Hungary: Between Autonomy and Control Context of Teacher Education Historical Development of Hungarian Education: The Position of Teachers and the Historical Roots of Teacher Education Major Changes in Hungary’s Education System Over the Last Three Decades Teacher Education Reforms Over the Last Three Decades in the Context of Global Trends Main Characteristics of Initial Teacher Education ITE as a System ITE as a Programme in Higher Education ITE as Student Teachers’ Professional Learning Process Main Characteristics of Professional Development Challenges and Further Directions for Teacher Education in Hungary References 4: Teacher Education in Poland: Contested Terrains Between Policy and Practice Introduction Shifting Sands: Poland’s Socio-educational Landscape over the Past 30 Years Initial Teacher Education in Post-1989 Poland: Towards Increasing Standardisation and Accountability Continuing Professional Development: A Story on the Margins of the Career Progression System Tensions, Challenges, and Paradoxes in Reforming Teacher Education over the Last Three Decades What Next? Suggestions and Recommendations for Further Development Conclusion References 5: Teacher Education in Slovakia: Recent Joys and Challenges for the Future Introduction Historical-Political Background Teacher Education Reform 1990–2004: The Drive for Innovation at the Micro-Level Challenged by the Drive to Maintain the Status Quo at the Macro-Level Political Discourse and Educational Changes Higher Education Institutions and Teacher Education Teachers as Enthusiastic Agents of Change 2004–2020: Key Legislative Frameworks Defining Teacher Professionalism and the Impact of the Bologna Process on Teacher Education Initial Teacher Education After the Bologna Process CPS—Complementary Pedagogical Study as an Alternative Way to Gain a Teaching Qualification Continuous Professional Development of Teachers Conclusion References Part III: The Balkans 6: Teacher Education in Albania: Reforms and Future Developments The Context of Teacher Education Teacher Education Reform in the Last Three Decades in the Light of Global Trends Main Characteristics of the Existing System of Initial Teacher Education Main Characteristics of Existing Systems of Teacher Professional Development Policy Issues and Future Implications for the Future Development of Teacher Education Conclusion References 7: Teacher Education in Bosnia and Herzegovina: The Most Significant Changes in Recent Decades for the Initial Education and Professional Development of Teachers Introduction The Context of Teacher Education Initial Teacher Education Teacher Professional Development The Legislative and Policy Status of the Education System in Bosnia and Herzegovina Conclusion References 8: Teacher Education in Croatia: Reforms and Challenges Introduction The Education System in Croatia Early and Preschool Education Primary School Education Secondary School Education Higher Education Education Reforms in Croatia Teacher Education in Croatia Initial Education of Kindergarten Teachers Initial Education of Primary Teachers Initial Education of Subject Teachers The Professional Education of Kindergarten and Primary School Teachers Challenges for the Future of Teacher Education in Croatia References 9: Teacher Education in the Republic of Serbia: Challenges, Possibilities, and Directions for Development Introduction: Teacher Education in the Republic of Serbia over the Last Three Decades Reforms in Serbia’s Teacher Education in Light of Global Trends: Perception of Changes in Practice The Main Characteristics of the Existing Initial Teacher Education System Accreditation of Higher Education Institutions and Study Programmes Forms and Models of Initial Teacher Education in Serbia Problems in Initial Teacher Education The Main Characteristics of the Existing Teacher Professional Development System in Serbia Possibilities and Directions for Improving Teacher Professional Development The Challenge of Education Policy Tensions and Challenges in the Process of Transforming Serbia’s Teacher Education Systems Implications for the Future Development of Teacher Education in Serbia References 10: Teacher Education in Kosovo: Responding to a Challenging Local Context and Converging Towards Good International Practices Introduction Between Reinventing and Reforming Teacher Education The Need for Teacher Education Reform to Be Driven by Demand The Importance of Making Practical Training Relevant The Changing Meaning of ‘Content’ Connecting Pre-service Teacher Education to In-service Teacher Education Learning from Best Practice or Importing ‘Easy’ Solutions? Conclusion References 11: Teacher Education in North Macedonia: Reforms, Standardisation, and Creating Communities of Lifelong Learners Introduction Context of Teacher Education in North Macedonia Initial Teacher Education (ITE) Professional Development External Support for Teachers’ Professional Development Teachers’ Roles, Identities, and Professionalism Professional Learning Communities Teacher Leadership as the Basis of Professional Learning Communities Concluding Remarks References 12: Teacher Education in Slovenia: Between the Past, the Present, and the Future Introduction Socio-political Context Education System Preschool Education Compulsory Basic Education Upper Secondary Education Tertiary Education Education of Children with Special Needs Recent Reforms in Teacher Education Current System of Initial Teacher Education Current System of Teacher Professional Development Tensions in Recent Teacher Education Reforms Some Possible Futures for Teacher Education References 13: Teacher Education in Montenegro: The Current State, Challenges, and Future Perspectives Introduction: The Background to Teacher Education in Montenegro The 2001 Reform Process Initial Teacher Education Transition to the New Study Programme System (2007 and 2012) The 2017 (Re-)accreditation Process Enrolment in Study Programmes Continuous Professional Development: In-service Teacher Training Discussion, Conclusions, and Directions for Future Development References 14: The Professionalisation of Teaching Careers in Romania: Transition Processes from Pre-university Education to Higher Education Introduction Longitudinal Perspectives on the Teacher Education System in Romania Transitions to Teacher Education in the Romanian Higher Education System From Teacher Education for Today to Teaching for the Future References 15: Teacher Education in Bulgaria: The Last Three Decades Context of Teacher Education The Global Context of Bulgarian Education Reforms over the Last Three Decades The Bulgarian System of Initial Teacher Education Bulgarian Systems of Teacher Professional Development The Challenges and Difficulties in Reforming Teacher Education and Qualification in Bulgaria Conclusion References Part IV: The Baltics 16: Teacher Education in Lithuania: Striving for Professionalism The Historical and Socio-economic Contexts of Teacher Education in Lithuania The Main Characteristics of Initial Teacher Education in Lithuania Transformations in Lithuania’s Initial Teacher Education The Main Characteristics of Teacher Professional Development in Lithuania Challenges and Tensions in Transforming Lithuania’s Teacher Education: A Quest for a Research-Based and Collaborative Model Implications for the Future Development of Teacher Education in Lithuania References 17: Teacher Education in Latvia: Educating Teachers to Become Global Citizens Introduction Context of Teacher Education in Latvia over the Past Three Decades Teacher Education over the Past Three Decades in Light of Global Trends Description of Teacher Education The Main Characteristics of Initial Teacher Education The Main Characteristics of Teacher Professional Development Global Citizenship Education Partnership Civil Society Initiatives to Integrate Global Citizenship Education into Formal Teacher Education Towards Partnerships for Global Citizenship Education Current Tensions and Challenges in Teacher Education, Plus Implications for the Future Development of Teacher Education References 18: Teacher Education in Estonia: From the Soviet School System to One of the Best in Europe According to PISA Results Historical Overview of Changes and Political Reforms in the Estonian School System Milestones in Teacher Education—Reforms and Requirements over the Last Three Decades Continuity in Teacher Education—From Initial Teacher Education to Workplace Professional Development Initial Teacher Education Admission Requirements for Teacher Education Induction Year and Continuous Professional Development Challenges and Future Directions for Teacher Education Potential Practical Steps Concluding Remarks and Future Directions for Teacher Education References Part V: Eastern Europe 19: Teacher Education in Russia: The Current State and Development Prospects Introduction The Historical Background of Teacher Education in Russia over the Past Three Decades The Challenges and Reforms of Teacher Education in Contemporary Russia The Structure and Content of Contemporary Teacher Education in Russia Education Institutions for Continuous Professional Development and Professional Re-training The Russian System of Teacher Professional Development, Its Organisation, Providers, and Financing Tensions in Transforming Russia’s Teacher Education and Directions for Future Development References 20: Teacher Education and Professional Development in the Republic of Belarus: 1990–2020 Overview and Future Prospects Introduction Historical Background Reform of the Education System Current Educational Provision in Belarus Teacher Education in Belarus Conclusions and Final Reflections References 21: Teacher Education in the Republic of Moldova: Past and Present Trends Introduction Historical Background Educational Reforms of the 1990s Teacher Education System in Moldova Initial Teacher Education (Pre-service Education) Continuous Professional Development of Teachers (In-service Education) Unresolved Problems of Teacher Education References 22: Teacher Education in Ukraine: Surfing the Third Wave of Change Introduction The Context of Teacher Education in Ukraine Teacher Education Reforms in Ukraine The Main Characteristics of Ukraine's Initial Teacher Education System Structure and Curriculum Orientation The Main Characteristics of Ukraine's Teacher Professional Development System Tensions and Challenges Future Development of Teacher Education in Ukraine References Part VI: Conclusion 23: Teacher Education in Central and Eastern Europe: Emerging Themes and Potential Future Trajectories Introduction The Context of Central and Eastern Europe Histories of Teacher Education in CEE Current Developments The Future Conclusion References Index