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Guest Editorial: Scenarios as a Tool forReflection and LearningPublished online: 01 Jul 2010.

To cite this article: (2003) Guest Editorial: Scenarios as a Tool for Reflection and Learning, EuropeanJournal of Teacher Education, 26:1, 3-7

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European Journal of Teacher Education,Vol. 26, No. 1, 2003

Guest Editorial: Scenarios as a Tool for Reflection

and Learning

This issue is the result of a three-year project on scenarios for the future of teachereducation in Europe. This project started in February 2000 during an interim meetingof RDC19, one of the research and development centres of the Association for TeacherEducation in Europe, focusing on issues and trends in curricula for teacher educationin the European countries. The aim of the project was to use the expertise ondevelopments in teacher education available in the RDC by giving a picture of apossible future for teacher education, based on trends that are visible today.

There were two reasons for this project: first, it is hardly worth the effort to describechanges in curricula in the different countries, since the speed of change will outdatethe descriptions even before they are published, so only a document that is more‘future-proof’ will be a useful contribution for teacher educators outside the RDC.Second, in our opinion, scenarios are useful to reflect on, to learn about and toanticipate the future.

The first part of the project concentrated on the development of four scenarios. Theresults were presented during the ATEE conference, Stockholm 2001, and are pub-lished in the conference proceedings (ATEE-RDC19, 2002). During the second partthe scenario model was used to analyse curriculum developments in different countriesand to stimulate learning on different levels. This thematic issue of the European Journalof Teacher Education is the result of the second part of the project and tries to showdifferent views on scenarios.

The issue consists of three parts. The first part gives an introduction to scenariosand describes the actual scenario model developed by ATEE-RDC19. The second partconsists of articles analysing changes in teacher education in different countries, usingthe scenario model as an analysing tool. The third part focuses on scenarios as alearning tool. Most contributions are linked to other contributions and most articlesmake use of the methodology and the ATEE-RDC19 scenario model described in thefirst part. To avoid too much repetition, cross-references to other contributions aremade.

Two contributions have a structure different from the usual structure of articles inthis journal: At the end of the second part a short reflection is included, trying to findsimilarities and differences between the different country analyses and drawing a carefulconclusion. The final contribution is a very personal reflection on the three-year projectand on the learning results for an individual teacher educator. Although it is ratherunusual for a refereed academic journal to publish contributions like this, we believethat since in teacher education reflection is valued as one of the most important toolsfor learning, a contribution like that of Paul Cautreels’ fits very well in this thematic

ISSN 0261-9768 print; ISSN 1469-5928 online/03/010003-05 2003 Association for Teacher Education in EuropeDOI: 10.1080/0261976032000065599

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issue. We hope that this personal reflection might inspire other teacher educators to beinvolved in projects like this.

The Making of the ATEE-RDC19 Scenario Model

This first part starts with an introduction by Marco Snoek on the use of scenarios andon a methodology for making scenarios. In a four-step process a model with fourquadrants is made, focusing on two main dilemmas or dimensions. These four quad-rants represent four different scenarios.

The second article describes the ATEE-RDC19 scenario model, elaborating eachscenario and presenting short scenes to illustrate each scenario. The scenes werepresented as role plays during the ATEE conference in Stockholm.

Goran Linde gives a severe critique of the scenario model. He clarifies the conceptsused as the extremes in the model and comes to the conclusion that those concepts donot really represent mutually exclusive extremes on a one-dimensional axis. Thereforethe two-dimensional model creates an illusion and ‘falsehood’. However, keeping thistheoretical objection in mind, he concludes that in practice the model can be used toreflect on developments, as is proved in the articles in this issue.

This part is an elaboration of the draft paper presented in Stockholm, which ispublished in the conference proceedings (ATEE-RDC19, 2002).

Scenarios as a Tool for Analysis and Reflection

In the second part, the scenario model is used to reflect on changes in teacher educationin the different countries. The articles give an illustration of the use of the scenariomodel as an analysing tool, while at the same time giving a condensed overview ofchanges in teacher education in different countries.

Josef Mikl starts with a somewhat broader perspective on a European level. Heanalyses a report from the education council, the group of Ministers of Education of theEuropean Union advising the European Council on future policies, using the scenariomodel as a tool. Based on a text analysis he warns of a very pragmatic approach in theEuropean educational policy, while the concept of ‘Bildung’ seems to be missing in theeducational policy of Europe.

Valerie Halstead analyses the developments in education and teacher education inthe last few decades in England, concluding that a full cycle through all four scenarioshas been made.

Jesus Maria Sousa describes developments in Portugal from a social coherent andidealistic scenario towards a very pragmatic scenario, caused by a very abrupt changein the last year.

Peter Viebahn takes a somewhat different perspective. He analyses changes in thecurriculum of teacher education, where high academic standards (idealism) are re-placed by more practice-oriented (pragmatic) competences. There is also a changefrom one curriculum (social coherence) towards more flexibility and freedom forindividual choice. However, this choice raises some specific psychological problems.

In Poland the situation of teacher education, as described by Krystyna Salitra, ismuch more complicated than in the countries in Western Europe. The scenario modelfalls short in analysing these changes, since according to the model the change does notseem so very dramatic but in reality is very intense, because the underlying ideals havechanged fundamentally.

Goran Linde describes the changes taking place in Sweden after the introduction of

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a new curriculum model for teacher education in 2000. This reform implies a strongliberalisation of the curriculum, where students can shape their own study programme.This reform is connected to changes in education in general, dominated by curriculumcodes based on social science and notions of integration. These changes cannot beunambiguously connected to a specific scenario of the ATEE-RDC19 model.

In The Netherlands, some fundamental changes take place with respect to theposition of institutes for teacher education and the concept of the curriculum. MarcoSnoek indicates that schools become more involved in teacher education and that thecurriculum is made more flexible and competence-based. Inspired by the ATEE-RDC19 scenarios, the Dutch Association for Teacher Education has made its ownscenario model. This model differs from the ATEE-RDC19, since, as Marco Snoekstates, the changes can be motivated both from a pragmatic and an idealistic point ofview.

The second part ends with a short reflection on the different articles. In thisreflection, the identified trends are brought together. As is not surprising, the generaltrend in teacher education is congruent with the trends in European society towards amore individualistic and pragmatic attitude. However, it must also be concluded thatthe different authors use different interpretations of the key concepts of pragmatism,idealism, social coherence and individualism. This makes it difficult to compare thearticles and to draw definitive conclusions.

Scenarios as a Learning Process

In addition to giving descriptions of possible futures and providing a compass for futuredecisions, constructing scenarios has another important goal. Confronting the futuretends to leave people energised and enthusiastic about facing their future. Scenariowork asks for but also stimulates creativity, imagination and sensitivity for andreflection on trends, developments and needs in the near future. It can make peopleaware of the important factors influencing the future, stimulating a more open attitudeto external influences.

Good scenario planning is about challenging the mind maps that people use. In thisway scenario writing is an instrument to facilitate learning. From this point of view theresulting scenarios are not goals in themselves but they are by-products of a learningprocess. The third part of this issue focuses on this element of scenarios. This learningprocess can take place at different levels.

On a personal level, developing scenarios can be a stimulating activity, broadeningone’s horizons. In the last contribution in this issue Paul Cautreels gives a personalreflection on the learning results of being involved in the three-year project onscenarios. To him the scenario work was a very rich learning environment, contributingto a number of competences for teacher educators.

As an instrument for organisational learning it can be used on the level of themanagement of institutions for teacher education, helping them to set course for thefuture and to be pro-active. By developing scenarios, the warning signs of a changingcontext can be recognised. In this way it stimulates innovation and change.

It can also be an instrument for organisational learning for the whole of theorganisation. It can open the discussion on implicit presuppositions within an organis-ation. The resulting scenarios provide a common vocabulary and an effective basis forcommunicating complex—sometimes paradoxical—conditions and options. In this wayit can create support for necessary changes. Lex Stomp describes such a process of

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organisational learning. As the head of a department for primary education, he has usedthe ATEE scenario model to make his staff more aware of external developments andto define, together with his staff, future policies for the department.

At the same time, the making of scenarios can be used within the curriculum ofteacher education. By challenging students to make scenarios (on the future of theeducational field where they will be working), they are challenged to think about thefuture, to connect their views on education with changes taking place in society and toquestion stereotypes and traditions. Based on our experiences with scenario making,some of our members have introduced scenario making as an element in their curricula.Gillian Hilton has introduced scenario writing on a course for BA students. Thescenario method made it possible for students to free themselves from the traditionalframework of the National Curriculum and to be more creative in thinking aboutcurricula.

Another perspective is chosen by Marc Bailleul. He uses the model to reflect on theintroduction of a new subject in primary education: philosophy for children. He showsthat the justification for teachers (and students) to introduce ‘des atelier de philosophie’varies from pragmatic to idealistic and the aim of these ateliers can be to enhanceindividual thinking or to stimulate group thinking and social coherence in the class.Thus he shows that the model can not only be used to illustrate possible scenarios ofthe future, but also as a reflection model to analyse aims of teachers and to make theirconceptual models more explicit.

As with students within teacher education, the scenario method can be used inin-service teacher education, challenging teachers to reshape their teaching practice andschool organisation.

The process of making and rethinking scenarios can also be useful on a nationallevel, reflecting on the educational policies in a country and supporting discussions onfuture models, national curricula, steering, etc. (see, for example, scenarios for Dutchteacher education, by Marco Snoek, in this issue).

On an international level, scenario making can be used to discuss and analysedevelopments in different countries and to look for common trends and strategies. Inthat respect, the ATEE can use the discussions of the scenarios presented in thisdocument or other scenarios to refine its strategy and future visions on teachereducation. This can strengthen its role in strategic discussions on a European level (see,for example, the analysis of the European educational policy document by Josef Miklin this issue).

Finally, this brings us back to the Association for Teacher Education in Europe. Atthe end of this editorial introduction, we would like to reflect on the use of thesescenarios for our own organisation, the ATEE. The scenarios in this issue are devel-oped from the point of view of the members of ATEE-RDC19. We found it challengingand inspiring to bring together the expertise and experiences from our own countriesand to discuss trends and developments. However, we are a small group and the ATEEis a much broader organisation, combining a great deal of experiences and expertise.

Other RDCs could be involved in rethinking the scenarios and their consequencesfor specific areas of teacher education: the teaching practice (RDC14), managementand leadership (RDC4), in-service teacher education (RDC9), research in teachereducation (RDC1), etc.

At the same time, the Administrative Council can use the scenarios to discuss thestrategic position of the ATEE in the European developments of teacher education. In

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this way that strategic position might be strengthened, creating a frame of reference forthe future policy of the ATEE towards strengthening the position and quality of teachereducation in Europe.

Thinking about the future involves uncertainty. It can also lead to pessimism aboutthe direction (teacher) education is heading towards. However, it can also inspire andstimulate creativity.

We hope that this thematic issue shows something of the energy, inspiration,creativity and enthusiasm we experienced during the past three years. We hope that thisissue might inspire other people to make their own scenarios about a future yet to come.

MARCO SNOEKAmsterdam Faculty of EducationChair of ATEE-RDC19

REFERENCE

ATEE-RDC19 (2002) Scenarios for the future of teacher education in Europe, in: G.Linde (Ed.) Proceedings from the 26th Annual Conference of the ATEE Association forTeacher Education in Europe (Stockholm, Stockholm University Press).

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