Developments in Teacher Education in Slovenia Undergraduate study programs

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1 Developments in Teacher Education in Slovenia Undergraduate study programs Jože Rugelj University of Ljubljana Faculty of Education 1

2 All undergraduate study programmes of the Faculty of Education are allocated to the field of»teacher training and Education science«(no. 14) according to the International Standard Classification of Education (ISCED) by UNESCO. 2

3 The teaching profession is nationally regulated profession in most European countries. Teachers must hold a higher education degree of an appropriate profile in Slovenia. The trend throughout Europe is towards an all graduate teaching profession (i.e. pre-school teachers, primary school teachers, secondary school teachers, and other teachers) at all levels of the Education sector. In connection with the plans for "Bologna" qualifications for teachers, it is especially significant that the system of regulating the teaching profession in Slovenia traditionally has professional qualification on only one level of study: the undergraduate level (i.e. first Bologna cycle). 3

4 First degrees in Education Sciences in Europe tend to be multidisciplinary, with a strong other subject element. In other countries e.g. Spain first degrees in Education Studies are single subject and focus on Education from a broad point of view and in all its complexity. Typical degrees, among others, include Social Education and Special Needs Education. 4

5 In many European countries the curricular components and standards of achievement follow national guidelines set by Ministries of Education or professional bodies such (Teaching Councils) Future teachers must acquire a range of competences including the knowledge, values and skills necessary for achieving the highest academic standards in their subject or areas of the curriculum, being fully aware of the theory and practice of education relevant to the agegroup they are to teach. 5

6 The starting point for syllabuses are therefore the general and specific competences and learning outcomes of the graduates, which are defined on different levels. In the first phase of the renovation of our study programs we consulted former students, employers and academics to ascertain their views on generic and subject specific competences that are relevant to Teacher Education and Education Sciences. This consultation resulted in an indicative list of competences that represented a basis for the design of curricula. 6

7 The teaching profession is an academic profession. Initial teacher education contains two components, the vocational and the academic : bases the challenges of professional work in education on scientific knowledge (of the subject, research methods etc.); gives teachers access to studies in the second and third cycle and to lifelong learning, which is the basis for high-quality and innovative professional work, and for reflecting experience and top achievements in the profession. 7

8 The preparation of new study programmes takes into account the principles and tools of the ECTS credit system and relies on development work and recommendations formulated in this connection as part of the Tuning project. It is vitally important here that the formulation of individual syllabuses and courses as a whole derive from a definition of the (necessary) study or work obligations of the student, and not as in the past revolving around the work obligation of the lecturer. 8

9 In Tuning, the Education working group has identified an anomalous situation with regard to Teacher Education within the context of the implementation of first and second cycles of degree awards. Although students may have accumulated a total of up to 320 ECTS in order to obtain their initial teacher education qualification, in a number of countries 300+ ECTS accumulated in this way does not result in a second cycle award. (In spite of the fact that the postgraduate component may, to a significant degree, meet the level descriptors for second cycle.) In Europe, for primary school qualified teacher status an integrated degree of 240 is usual. (In few countries the consecutive model is also available for future primary school teachers, e.g. UK). 9

10 Pre-Bologna first cycle study programmes for teacher education in Slovenia actually contain up to 300 ECTS equivalents. Training for the teaching profession and the employability of graduates is not just a concern of higher education institutions, but also employers; in this case especially the ministry competent for education, and the managers of schools and other educational institutions. We have not received any cues about the changes as regards professional qualification of teachers in new Bologna study programmes from employers. 10

11 As long as teachers professional qualification in Slovenia is the first Bologna cycle degree, the only reasonable decision is 240 ECTS for the first cycle. Any other solution would lead to the reduction of standards for teachers qualification. Pre-school teacher education study programme remains on 180 ECTS as it is based on 6 semesters pre-bologna programme. A first cycle integrated degree, where the teaching subject(s) and education components are offered concurrently of 240 ECTS, is followed by a second cycle award of 60 ECTS. 11

12 Other characteristics of our Bologna study programs: increased importance of practical training, 12 ECTS for diploma work, at least 60 ECTS education component with special didactics, at least 10% ECTS of elective courses in study program, 3 types of elective courses: subject specific electives inside each study programme (at least 16 ECTS), joint elective courses at Faculty of Education (8 ECTS), or elective courses from other faculties or universities (8 ECTS). 12

13 Two subject study programs in teacher education Subject 1 Subject 2 1. year 30 ECTS 30 ECTS 2.year 24 ECTS Edu 12 ECTS 24 ECTS 3.year 23 ECTS Edu 14 ECTS 23 ECTS 4.year 19 ECTS Diploma 12 ECTS ext. electives 10 ECTS 19 ECTS 13

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