European Teacher Education: A Fractal Perspective Tackling Complexity

Jul. 30, 2010

Source: European Educational Research Journal, Volume 9 Number 3, p. 317‑331. (2010).

The current paper takes stock of the complex scenario of the European education space in its past, present and future developments, which highlights the priorities of the modernisation, improvement and convergence of the goals for education and training systems in the knowledge and learning society.

The critical case of teacher education is then analyzed within the European Higher Education Area, with its characteristic display of national and cultural features and constraints, often jostling with European recommendations about the competences and preparation of quality European teachers. This results in changes and reforms at a diverse pace, or even with contradictory trends, in different national contexts.

An approach for tackling some of these issues has been devised by the European project EMETT (European Master for European Teacher Training), involving an academic network of eight universities within its Lifelong Learning Programme.

The outcomes and reflections of this project work are thus reported, concerning the development and implementation of a European teacher education curriculum for a joint Master’s degree.

The key European priorities of mobility and intercultural, multilingual competences in teacher education have been taken into account within the framework of an integrated, flexible curriculum that can best be described by a fractal metaphor dealing with complexity from an ecological perspective.

Updated: Jan. 23, 2011