Scileanna agus inniúlachtaí múinteoirí
The role of the teacher is broadening and becoming more demanding. Teachers are expected to use a wide variety of methods, tools and approaches and to tailor them to the learners' needs. They also need to have competences and skills necessary to create a positive classroom environment and work collaboratively with other stakeholders within and outside the school in order to provide timely support to learners.
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There are some specific new skills and competences that teachers are expected to acquire or improve:
- Teachers need a positive attitude toward the benefits of having a diverse set of learners in their classes. Teachers need to be able to select from a wide variety of teaching techniques and active learning strategies (including: enquiry-based and project-based teaching, collaborative learning, etc.), in order to work effectively with and tailor learning for a diverse group of students – who, although in the same learning environment – have different learning needs and preferences.
- Teachers need to be informed about the latest research and evidence-based best practices in areas relevant to their work. Teachers who are lifelong learners also consider professional challenges as part of their learning process. They also gain knowledge and information that they can share with other teachers and in their daily practice.
- Teachers need to integrate formative assessment methods in teaching and learning to provide learners with feedback and support progress toward learning goals.
- Teachers need competences to diagnose ESL risk factors, which may include unfavourable school and classroom climates, poor teacher-students-relationships, negative peer-influence, truancy, illness, learning difficulties, etc. In addition, teachers should have a comprehensive knowledge of a range of effective interventions to prevent early school leaving.
- Teachers need to be able to effectively communicate and build powerful, positive and trust-based relationships with learners from all backgrounds. They should be able to deploy appropriate classroom management strategies, and techniques to resolve conflicts and prevent bullying and have interpersonal competences expertise to promote a positive school and classroom climate.
- Teachers who have a positive attitude and the ability to work in multi-disciplinary professional teams and professional communities co-develop teaching and learning approaches, act to prevent the process of early school leaving and are less likely to feel isolated. School leaders have a key role to play by providing the budget, time and space to support professional communities, school development projects and continuing professional development.
- Teachers should be encouraged and supported to lead and to act as change agents and mentors within and beyond the classroom. Teacher leadership can be characterised as a collaborative effort in which teachers co-develop expertise and promote professional development to improve their own and their peers’ educational practices and the school climate. Their aim is ultimately to improve student retention and performance.
- Teachers should have the ability to communicate effectively, and to cooperate with and involve parents in the learning and development of their children.
- Teachers should have the competence, willingness to cooperate, and creativity to involve external partners including local employers.
- Teachers need to have the knowledge and awareness of the cognitive, social and behavioural development of students (e.g. well-being).
Find out more:
European Commission Staff Working Document, 374, Supporting the teaching professions, European Commission, Brussels, 2012
European Commission, Strengthening teaching in Europe: New evidence from teachers compiled by Eurydice and CRELL, June 2015, Office for Official Publications of the European Communities, Luxembourg, 2015.
Additional reading:
Carneiro, R. Looney, J. Vincent-Lancrin, S. 'Learning from the Past, Looking to the Future: Issues and agendas in education', European Journal of Education, Vol. 50, No. 4, pp. 524–535. doi: 10.1111/ejed.12158
Day, L., Percy-Smith, B., Ruxton, S., McKenna, K., Redgrave, K., Ronicle, J. Young, T., Evaluation of legislation, policy and practice of child participation in the EU: Research summary, Office for Official Publications of the European Communities, Luxembourg, 2015
Donaldson, G., 'Teacher Education and Curriculum Change in Scotland', European Journal of Education, Vol. 49, No. 2, 2014, pp. 178–191. doi: 10.1111/ejed.12077 Downes, P., 'Developing a Framework and Agenda for Students' Voices in the School System across Europe: From Diametric to Concentric Relational Spaces for Early School Leaving Prevention', European Journal of Education, Vol. 48, No., 3, 2013, pp. 346–362. doi./10.1111/ejed.12035
Downes, P., Towards a Differentiated, Holistic and Systemic Approach to Parental Involvement in Europe for Early School Leaving Prevention, European Union, European Regional Development Fund, Urbact Programme, Paris, 2014
EU Council, Council conclusions on reducing early school leaving and promoting success in school, Council of the European Union, Brussels, 2015
European Commission, Supporting teacher competence development for better learning outcomes, Office for Official Publications of the European Communities, Luxembourg, 2013
European Commission, Education and Training Monitor 2015, Office for Official Publications of the European Communities, Luxembourg, 2015
European Commission, Schools policy: A whole school approach to tackling early school leaving, Education & Training 2020, European Commission, Brussels, 2015
European Commission/EACEA/Eurydice, The Teaching Profession in Europe: Practices, Perceptions and Policies, Publications Office of the European Union, Luxembourg, 2015
IBE-UNESCO, Reaching Out to All Learners: a Resource Pack for Supporting Inclusive Education, Training Tools for Curriculum Development, International Bureau of Education. Geneva, 2016
Isac, M.M., Araújo, L., Dinis da Costa, P., Soto Calvo, E., Albergaria-Almeida, P., Teaching practices in primary and secondary schools in Europe: Insights from large-scale assessments in education, Office for Official Publications of the European Communities, Luxembourg, 2015
Nairz-Wirth, E., Feldmann, K., Diexer, B., Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch. Aufbruch zu einer neuen Schulkultur, Vienna University of Economics and Business. Vienna, 2012
Nairz-Wirth, E. Feldmann, K., Wendebourg, E., Professionalisierung von Lehrerinnen und Lehrern im Bereich der Prävention und Intervention von Schul- und Ausbildungsabbruch, Vienna University of Economics and Business. Vienna, 2012
Nouwen, W., Clycq, N., Braspenningx, M., and Timmerman, C., Cross-case Analyses of School-based Prevention and Intervention Measures, Project Paper 6, RESl.eu Project, Centre for Migration and Intercultural Studies, University of Antwerp, 2016
OECD, TALIS 2013 Results: An international perspective on teaching and learning, OECD, Paris, 2014
Ryan, L., Lörinc, M. 'Interrogating early school leaving, youth unemployment and NEETS: Understanding local contexts in two English regions', Educação, Sociedade & Culturas, Vol. 45, 2015, pp. 33–54.
Sachs, J., 'Teacher professionalism: Why are we still talking about it?, Teachers and Teaching, Vol. 22 No. 4, 2015, pp.413–425. doi: 10.1080/13540602.2015.1082732
Schleicher, A., Schools for 21st-Century Learners: Strong Leaders, Confident Teachers, Innovative Approaches, OECD, Paris, 2015
Valenčič Zuljan, M., Marentič Požarnik, B., 'Induction and Early-career Support of Teachers in Europe', European Journal of Education, Vol. 49, No. 2, 2014, pp.192–205. doi: 10.1111/ejed.12080
