Teacher education is in a state of change. There is a new focus on professional competence, including the competence for further development and learning, conceived of as workplace learning. Teacher shortages put pressure on the development of alternative routes to teaching. The arrival of prospective teachers with experience and qualifications in other areas than education requires adaptive programs, with a greater emphasis on professional learning in school. It is argued that promoting professional workplace learning asks for a conceptual clarification, based on new theory of learning and concepts of professionalism. A definition of professional learning is proposed. Some examples of new practice in teacher education are discussed.
This paper reports on the EU-project 'Professionally Networking Education and Teacher Training' (PRONETT). The key objective of the PRONETT project (2001-2004) is to develop a regional and cross national learning community of pre- and in-service teachers and teacher educators supported by webbased resources and tools to collaborate and to construct shared understandings of teaching and learning in a networked classroom. The reasons for the initiative and the design principles of the PRONETT portal offering a virtual infrastructure for the collaboration of participating students and teachers at www.PRONETT.org are presented. The initial pilots carried out by the project partners are described, highlighting the co-ordinating partners activities targeted at contributing to the local realisation of ICT-rich, competence based Teacher Education Provision. Results are reported of the evaluation and implementation efforts aimed at validating the original portal design and collecting information to inspire further project development and implementation strategies. We conclude by summarising the lessons learned and providing recommendations for improved and extended use and further dissemination of the project results and facilities.
Career opportunities play an important role in keeping teachers passionate and motivated in their profession. As such opportunities contribute to growth, challenge, variation and recognition, they can both attract high quality candidates to the profession and keep talented teacher in the profession for a longer time. However, the traditional view on the teacher profession can be considered as static with little career opportunities. This raises the questions: how teacher careers can be understood, and what the implications for such a more dynamic understanding are for education systems, school heads, teachers and for teacher education.Taking into account this questions, six international reports on teacher careers that aim to support national systems to strengthen career opportunities for teachers are explored in this chapter. These reports from the European Commission’s Working Groups on Schools, the Commissions data network Eurydice, OECD and UNESCO, all emphasize the importance of strengthening career opportunities for teachers, but vary in their focus, as most report focus on formal career structures that are embedded in national legislation, while the EC’s Working Group Schools report from 2020 takes a somewhat wider perspective, taking the perspective of teacher more as a starting point in identifying career options. From the reports the implications for teachers, school heads and teacher education can be derived, including the need for a wider and more dynamic view on the profession, leading to a wider professional identity, the need for the development of career competences for teachers and the need for initial teacher education institutes to actively support teachers not only during their initial development, but throughout the different stages of their career.
Meaningful applications in education, healthcare and media. The first spearhead concerns the use of virtual humans (AI-driven, digital people) in various sectors of society such as education, healthcare and media. The shortages of labour affect all sectors and the use of AI and virtual humans can contribute to solutions. Think of a virtual 'buddy' for lonely elderly people, a virtual teacher for education and training of digital coaches and assistants. But also of serious games that measure or influence behaviour and digital twins (digital copies of objects, systems or plans) for better decision-making. The second pillar of the project focuses on the further growth of the region as an innovation district. To this end, collaborations between knowledge institutions, organisations and companies established in the Spoorzone are stimulated. The result is that (young) talent is committed to the region; also one of the objectives of the Regio Deal Midden-Brabant.Societal issueCombating a digital divide so that the (digital) society remains accessible and fair for everyone - even if you are not very technically minded - is also a spearhead. Benefit for societyBy developing the innovation district for society, we create a magnet function for:Socially involved experts (knowledge institutions), companies, social organizations, citizens and investors. Students/young talent with innovative power who are challenged to new solutions and entrepreneurship. Companies that want to bring new solutions to the market, that invest in R&D and want to establish themselves close to talent;o Attractive jobs in the companies mentioned so that young talent commits to the region and can “work for the best brands” there.In addition to structural reinforcement by the innovation district, the technology of virtual humans is being researched in the practice of health, care, welfare, education and media. The concrete projects in this proposal are already achieving initial results in this area; applications that meet social needs or that provide social solutions.
