Приоритети в eвропейските образователни политики
Teacher Training in the Context of the Educational Priorities of the European Union
Author(s): Vassya Likova-ArssenovaSubject(s): Social Sciences, Education, Preschool education, School education, Vocational Education, Adult Education, Higher Education , History of Education, State/Government and Education, Inclusive Education / Inclusion, Sociology of Education
Published by: Национално издателство за образование и наука „Аз-буки“
Keywords: development of education and training systems; early leaving school (ELS); effective investment in education; support of the member states; improving results in education; integrated approach
Summary/Abstract: Teacher Education in Europe is determined by coherent policies defining the specifics of teaching competence within the framework of the Copenhagen process have been developed as part of a series of measures and actions to the general objectives of teacher education are set by the EU strategic documents. The priorities of the national education policy in the context of the strategy “Europe 2020” require a detailed analysis of the need for cooperation between the initiatives planned for the long-term development of the European space of skills and qualifications (EASA).Necessary changes in the curricula of universities for teacher training and continuing professional training of pedagogical personnel are part of the new features of educational policies in Europe. The study of the characteristics of policies on teacher training for Bulgarian school and their compliance priorities in the development of educational space of the European Union presupposes proposals to change the priorities of macro-policies regarding teacher training and in the Republic of Bulgaria.
Journal: Педагогика
- Issue Year: 88/2016
- Issue No: 2
- Page Range: 236-243
- Page Count: 8
- Language: Bulgarian
- Content File-PDF