standards for teachers in Europe

symposium24-25 october 2005

changing views on professionalism

• Introduction: standards in the Netherlands

• two sides of professionalism

• change in a complex system

• new principles for governance

• the challenge ahead

intrinsic professionalism

• observe• interprete• diagnose• design• execute • evaluate • improve• account for

knowledgebase

mostly visible in the core process of learning and teaching

extrinsic professionalism

characteristic features• status• high income• code of ethics• disciplinary rules• autonomy• service• knowledgebase• •

• not essential!

• ambiguity when applied to teaching

professional development

extrinsic

professionalisation

intrinsic

professionalisation

development of

professionalismresponsibilityaccountability

valuable know howrecognition and

appreciationversus

development throughreflection and action

reflection

action

internallyoriented

externallyoriented

expanding knowledge

professional development

improving practice

transition into the 21st century

social and cultural change

social economic change

political juridical change

• social cohesion? • individualisation• cultural diversity• massculture and consumerism

• globalisation ongoing division of labour• economic growth, inequality, ecology• fast changes, lifelong learning• occupational identity?

• new governance• deregulation• retreating government and free market• new legislation

levels of the educational system

teacher / pupil

interactions

social /cultural

change

school

organisation

political / juridical

change

socia

l eco

nom

ic

chan

ge

education

system

changes in educationteacher• value education, moral

development• individual needs• intercultural competences• updated knowledge• design new content and

methods• entrepeneurial competences• lifelong learning and

employability• quality control and

improvement

school• citizenship• integration• model intercultural

community• redesign

educationprocesses and organisation

• entrepeneurship• staff development• quality system• responsive to environment• public account

interventions at different levelsInternally oriented• teacher level

– individual needs– teamwork– change agent– pers. prof. devel. plan

• schoollevel– staffdevelopment– quality system– professional network

• systemlevel– networks /

knowledgecommunities– ICT supported infrastructure

Externally oriented• teacher level

– competence requirements and prof. development

– selfevaluation– networks

• schoollevel– selfevaluation, quality

report– regional policy network

• systemlevel– deregulation– policy particip professional

group– interactive inspection and

control

new governance• clarity

– clear goals– clear results– clear responsibilities

• openness– ambitions and limitations– quality and shortcomings– success and failure– transparency of processes

• trust and accountability– professional responsibility counterbalanced by the

obligation to give account

the challenge ahead

negative scenario positive scenario

• ongoing bureacratisation

• expanding management

• new layers of management

• learning organisation

• lean management, teamwork

•

• deprofessionalisation

• executive tasks

• differentiation

• new roles

• engineering, innovation, research

• stagnation

• rift between theory and practice

• rift between schools and environment

• innovation

• knowledge communities

• responsive to environment