Conference Agenda

Abstract:

At the core of establishing a European Education Area by 2025, lies the need to improve social cohesion and, “experience European identity in all its diversity” (European Commission, 2017, p. 2). To this end, “giving more support to teachers'' becomes a central objective of the European Education Area (ibid, p. 11), as well as ensuring that “Member States take action to support the teacher educator profession” (European Commission, 2013, p. 6) in recognition of their central role in every stage of the teacher’s career. These quotes from key European policy documents underscore the growing awareness at policy levels of teacher education’s crucial role in developing more equitable education systems. This aligns with recent research that emphasises the potential impact of teacher educators in reducing inequalities and leading transformative change (a.o. Forlin, 2010; Ponet et al., 2023). However, caution is warranted, as research identifies a lack of competences among teacher educators in teaching for equity and diversity (Florian & Camedda, 2020), and perceptions that diversity issues are something beyond their professional expertise, and therefore, professional responsibility (Beaton et al., 2021). Many countries also grapple with a demographic and cultural mismatch between teacher candidates and students in schools (Ladson-Billings, 2005), and insufficient attention to “systemic policies that reproduce inequity in the first place” (Cochran-Smith & Stringer Keefe, 2022, p. 9). This session connects with these observations by mapping and evaluating the current state in four European countries (Germany, Flanders, the Netherlands, Portugal) across two key areas: (1) policies and practices in initial teacher education for teaching pre-service teachers to teach for equity and diversity; and (2) policies and practices for upskilling teacher educators’ equity and diversity competencies.

The four papers are connected by a cohesive methodological framework, derived from a large-scale EU-funded project. In every country, the policy web around teacher education for diversity was mapped by reviewing and interpreting official documents and policy statements on the national (macro) and institutional (meso) levels. In a second stage, this document analysis was enriched with understandings of what happens ‘on the ground’ (micro-level) via focus group interviews with a sample of programme leaders and pre-service teachers in each country. This systematic and multi-level approach allows for qualitative comparison across countries, hence delivering a unique understanding of cross-national strengths, gaps, and priorities in teacher education for diversity.

Objectives:

This session aims to map and evaluate the extent to which existing teacher education policies and practices in four European countries address issues of equity and diversity. Specifically, we target three objectives:

1. deliver a rich account of provision for pre-service teachers and teacher educators in the participating countries, with a primary focus on the national (macro) and institutional (meso) levels;

2. identify strengths, weaknesses and gaps in existing provision in each country;

3. define key priorities for the professional development of teacher educators on the European level.

Session Overview:

The Chair (10 min) starts by contextualising the objectives of the session, and describing the research approach that guided data gathering and analysis across participating countries.

Then, presenters from the four countries will deliver focused 10-minute presentations each, offering headline findings related to equity and diversity provision for teacher educators and pre-service teachers. These presentations will include a critical analysis of identified gaps and priorities within their respective contexts.

The Discussant will take the analysis beyond the borders of the individual countries and actively engage the diverse experiences and perspectives present in the audience. Attendees will be invited to contribute their insights, amending and refining findings from the research. The goal is to collaboratively shape and co-create an agenda for the professional development of European teacher educators (40 min).

Portugal’s education system has evolved greatly over the last five decades of democracy (1974-2024). Teacher education has also accompanied such a movement which is visible in research and publications in the field. Amongst other issues, inclusion has been identified as a key feature. In fact, Portugal’s inclusive education framework is among the most comprehensive of OECD countries (OECD, 2022). The same report highlights the programmes, resources and support structures developed in the Portuguese context “to meet the needs of all students and to promote educational equity and inclusion more broadly”. In 2018, following the publication of Profile of the Student at the End of Compulsory Education (12 years), – which identifies the set of principles, values and competencies for curriculum development – two key policy documents were issued: Curriculum Autonomy and Flexibility (Decree-Law nº55) and Inclusive Education (Decree-Law nº54). The former stipulates a set of principles and orientations according to which schools are granted greater autonomy to manage the school curriculum. In turn, the Decree-Law nº54 focuses on Inclusive Education and is based on the notion that all students have learning potential, as long as they receive adequate support. This is achieved through a multilevel approach which includes universal measures, selective measures and additional measures. These policy initiatives are important to promote diversity, equity and inclusion in Portuguese schools. Issues of flexibility, autonomy and collaboration among the stakeholders are key in this context. This comprehensive framework has implications for teacher education for equity and diversity. In fact, a new policy for teacher education was issued in November 2023 (Decree-Law nº112/2023). While the main reason for this restructuring process stems from the need to solve the problem of teacher shortage, the new policy stipulates inclusive education as one of the topics to be covered in teacher education curriculum. Although teacher education for inclusion has been identified internationally, there is room for improvement in this field (e.g. Florian & Camedda, 2020; Alves, 2020). In this paper, an analysis of the macro-level of the policies in Portugal is explored focusing in particular on teacher education for equity and diversity following the recent publication of the new policy. A look at the meso level is also included in order to explore how institutions are dealing with the new policy taking into consideration the perspective of the stakeholders, namely programme directors and teacher educators. Implications of the findings for teacher educators’ development are discussed.

Alves, I. (2020). Enacting education policy reform in Portugal: The process of change and the role of teacher education for inclusion. European Journal of Teacher Education, 43(1), 64-82. Decree-Law no. 112/2023, Diário da República, 1.ª série, N.º 231, 29th November 2023 Decree-Law no. 54/2018, Diário da República, no. 129/2018, Series I from 2018-07-06, 2918-2928. https://data.dre.pt/eli/dec-lei/54/2018/07/06/p/dre/pt/html Decree-Law no. 55/2018, Diário da República, no. 129/2018, Series I from 2018-07-06, 2928-2943. https://data.dre.pt/eli/dec-lei/55/2018/07/06/p/dre/pt/html Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4-8. https://doi.org/10.1080/02619768.2020.1707579 OECD (2022), Review of inclusive education in Portugal, Reviews of National Policies for Education, OECD Publishing, Paris, https://doi.org/10.1787/a9c95902-en.

Effectively addressing diversity in education, converting it into enrichment and strength, is a complex challenge. The Flemish educational system, like many others, grapples with this complexity (e.g., Siongers et al., 2020). Recent PISA results highlight ongoing educational inequalities in Flanders linked to students’ socio-economic status (OECD, 2023). Furthermore, the absence of demographic representation among pre- and in-service teachers, signals a deficiency in responses to diversity and inclusion (SERV, 2020; Flemish Government, 2021) and only 17.0% of teachers report feeling prepared to teach in multicultural classrooms (Siongers et al., 2020). While national policies are slowly taking shape, there is a simultaneous emergence of civil society organisations in Flanders (see LEVL vzw, 2022; Teach for Belgium, 2023). These organisations offer professional development to teachers and urge policymakers to keep the change process towards inclusion and equity on the agenda. However, the role of initial teacher education programmes should not be disregarded. To prepare the next generation of teachers capable of shaping an inclusive educational system, these programmes must put equity in the centre of their organisation (Cochran-Smith et al., 2016). Prior research in Flanders already explored how the curriculum (Dursun et al., 2023) and modelling of diversity-responsive practices by all teacher educators can contribute to this objective (Ponet et al., 2023). This paper extends this exploration by mapping the current provisions in Flemish national policy and teacher education institutions. It aims to enhance the preparation of pre-service teachers for equity and inclusion while stimulating professional development of teacher educators in the matter. This study employs the methodology of the broader EU-project. Preliminary findings confirm the lack of national policy to ensure adequate preparation for equity and inclusion of both pre-service teachers and teacher educators. In the absence of national-level-policies, most programmes develop their own policies and guidance addressing this matter. However, delving deeper into the data reveals that many of these policies are not well translated into concrete actions that foster targeted professionalisation of teacher educators on the one hand, and cohesive curriculum development for pre-service teachers on the other hand. Consequently, many teacher educators are individually sorting out what practises for inclusion and equity they could implement, feeling little support or incentive to do this. To affect change in Flanders, there is an urgent need to address this lack of commitment on both national and institutional fronts, while providing tailored professional development for all teacher educators.

Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education, 57, 67-78. https://doi.org/10.1016/j.tate.2016.03.006 Dursun, H., Claes, E., & Ağırdağ, O. (2023). Coursework, field-based teaching practices, and multicultural experiences: Analyzing the determinants of preservice teachers’ ethnocultural diversity knowledge. Teaching and Teacher Education, 126, 104077. https://doi.org/10.1016/j.tate.2023.104077 Flemish Government. (2021). Nulmeting herkomst leerkrachten in het Vlaamse onderwijs. Departement Onderwijs en Vorming. LEVL vzw. (2022). Diversiteit in het onderwijspersoneel. LEVL vzw. OECD. (2023). PISA 2022 Results (Volume I). Ponet, B., De Clerck, A., Vantieghem, W., Tack, H., & Vanderlinde, R. (2023). Uncovering the role of teacher educators in the reduction of inequalities in education: A critical discourse analysis. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09818-7 SERV. (2020). Diversiteit binnen het onderwijzend personeel. Commissie diversiteit. Siongers, J., Spruyt, B., Van Droogenbroeck, F., Bongaerts, B., & Kavadias, D. (2020). TALIS 2018 Vlaanderen - Verdiepend rapport diversiteit (p. 84). Vrije Universiteit Brussel. Teach for Belgium (2023, 5 December). Inclusieve leraarskamers: een werk van en voor iedereen. https://teachforbelgium.be/nl/elementor-26562/.

During the 1980s and 1990s, the first models of collaborative learning for students with and without special educational needs were informally developed in Germany, particularly in Federal States such as Hessen, Bremen, Nordrhein-Westfalen, and Baden-Württemberg (Ainscow, 2021). The legal obligation for Germany to establish an "inclusive education system at all levels" has been mandated by the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) since 2009 (UN, 2006, Article 24). This convention, aligning with the understanding of disability as a disadvantage faced by marginalised groups, emphasises the consideration of inclusion and exclusion processes in the educational context, recognizing various dimensions of heterogeneity (Ainscow, 2021). In response to these challenges, the Ministry of Education in Baden-Württemberg has adapted its teacher education program to include competencies required for inclusion, integrating inclusive topics into the curriculum (HRK & KMK, 2015). Initiatives like the "Inclusion and Diversity" module, starting in 2018/2019 as part of a joint Master of Education of Albert-Ludwigs University and University of Education Freiburg (Freiburg Advanced Center of Education, FACE), aim to equip pre-service teachers with the necessary skills and knowledge for dealing competently with diversity in their future professional roles. These changes align with recommendations from expert commissions, emphasising the development of essential skills for inclusion in future teachers (Köpfer & Rosen, 2024; Frohn & Moser, 2021; Liebner & Schmaltz, 2021). The paper examines the promotion and understanding of equity, diversity, and inclusion in teacher education policies and programs in Germany, with a specific focus on the Federal State of Baden-Württemberg. Policy texts, including national and regional education acts, curriculum frameworks, and teacher standards, are analysed. The research also extends to the meso-level, exploring teacher education programs of 10 teacher education institutions in Baden-Württemberg that address diversity, equity, and inclusion in response to recent policy developments, supported by two focus group interviews with program directors and pre-service student teachers. The paper concludes with a discussion of the implications of the findings for the professional development of teacher educators.

Ainscow, M. (2021). Inclusion and equity in education: Responding to a global challenge. In Köpfer, A., Powell, J. J. W., & Zahnd, R. (Eds.). International handbook of inclusive education (pp. 75–88). Opladen and Toronto: Verlag Barbara Budrich. Frohn, J., & Moser, V. (2021). Der Stand der inklusiven Lehrkräftebildung in Deutschland. Zeitschrift für Inklusion-online.net, 1/2021. Köpfer, A., & Rosen, L. (Eds.). (2024, in print). Inklusion als Querschnittsthema der Lehrer:Innenbildung - (Inter-)nationale Einblicke und Perspektiven. In Rosen, L., Bastian, P., Friedrich, J., Gericke, E., Hopmann, B., Köhler, S.-M., & Köpfer, A. (Eds.). Crossing boundaries: Methodische und methodologische Reflexionen zur Praxis der Inklusionsforschung. Tagungsband der 5. Jahrestagung der AG Inklusionsforschung in der DGfE. Opladen, Berlin, Toronto. Hochschulrektorenkonferenz (HRK) & Kultusministerkonferenz (KMK). (2015). Lehrerbildung für eine Schule der Vielfalt. Gemeinsame Empfehlung von Hochschulrektorenkonferenz und Kultusministerkonferenz. Beschluss der Kultusministerkonferenz vom 12.03.2015/Beschluss der Hochschulrektorenkonferenz vom 18.03.2015. Liebner, S., & Schmaltz, C. (2021). Teacher training for inclusive education in Germany: Status quo and curricular Implementation. Goldan, J., Lambrecht, J., & Loremann, T. (Eds.). Resourcing inclusive education: International perspectives on inclusive education (Vol. 15, pp. 33-146). London: Emerald Publishing Limited. United Nations (UN). (2006). UN-Convention on the rights of persons with disabilities. Available at: http://www.un.org/disabilities/convention/conventionfull.shtml [29.01.2024].

Although Dutch society is as diverse in nature as most European countries, this is not automatically translated into systematic attention to diversity, inclusion, and equal opportunities for all, in teacher education. Schools are urged to address educational inequalities, which become apparent in national and international reports (NPO, 2023; OECD, 2023). Policy makers focus on topics such as teacher shortages that add to these inequalities on various levels. For example: teacher shortages are highest in schools that cater for students who are highly diverse on social-economic status, cultural background, or special needs; leading to bigger class sizes or employing non- or underqualified staff. Meanwhile, research points at the importance of addressing diversity and inclusion, and to focus on equal opportunities in all levels of the educational system. Addressing these leads to optimal development of individual students, and to the development of society as a whole, in particular when the stance is that diversity in a class is enriching for all students and, subsequently, that a diverse society is enriching for all citizens. In this study we report on the policies and practices regarding teacher education in order to see whether and how diversity, equity and inclusion are taken up. We focus on teacher education for the primary and secondary education levels. For the present paper, we analyzed policy texts on the national and local level, such as the National standards for teachers, and for teacher educators (e.g., Rijksoverheid, 2016), and several teacher education programmes. First results point at a lack of systematic attention for all facets of diversity, equity and inclusion in teacher education. It is not part of the national standards for new teachers, and because of the teacher shortages, teacher education programmes are urged to focus on “the bare minimum” of being a starting teacher. Everything else (such as diversity etc.) can be learned “on the job”. However, some teacher educators are advocates for the topic, and find ways to address it. It seems that attention for diversity, inclusion, and equal opportunities in teacher education programmes depends on a small group of dedicated teacher educators, who put a lot of effort in sometimes elective courses to help student teachers in their preparation to a growing diverse pupil population, building on the growing body of research in this area. We see these practices as a good starting point for building the expertise to address this systematically in teacher education.

Rijksoverheid (2016). Bekwaamheidseisen leraren. https://www.rijksoverheid.nl/onderwerpen/werken-in-het-onderwijs/bekwaamheidseisen-leraren NPO (2023). National Programma Onderwijs: Vierde voortgangsrapportage. The Hague: Ministry of Education. OECD. (2023). PISA 2022 Results (Volume I).