[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598899-105":59,"doc-detail-598899-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-european-teacher-transnational-perspectives-in-teacher-education-policy-and-practice","The European Teacher - Transnational Perspectives in Teacher Education Policy and Practice","","The paper examines European teacher professionalism through transnational perspectives in teacher education policy and practice. It addresses what makes a teacher “European,” contrasting strong national traits in political culture and employment structures with the need for mobility across countries. While career systems, teacher education, and selection differ, the work identifies shared teacher competences required throughout Europe and beyond. It outlines policy development priorities and concludes with a model for a European Doctorate in Teacher Education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-european-teacher-transnational-perspectives-in-teacher-education-policy-and-practice/598899/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-european-teacher-transnational-perspectives-in-teacher-education-policy-and-practice/598899.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address about the idea of a “European teacher”?","Question",{"text":112,"@type":113},"It explores what makes a teacher “European,” despite differences in national political cultures and education systems. The paper emphasizes that mobility is difficult when career structures and recruitment processes vary across countries.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do teacher employment and mobility remain challenging within Europe?",{"text":117,"@type":113},"Differences in employment structure, teacher education, and selection or recruitment procedures prevent teachers from moving easily between countries. 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If there is unity in diversity through national identities, the question remains: what makes a teacher “European”? Answering this unusual question, one encounters several aspects that have strong national traits of what it means to teach in a particular country (e.g. political culture), which still does not enable teachers to easily move their employment from one country to another because of differences in career structure, teacher education, selection and recruitment, etc. However, there are many similarities in general teacher competences that are required throughout Europe and beyond. This paper looks at teacher professionalism from various perspectives, attempts to discern the “Europeanness”in teachers’ work and mobility as a goal, and highlights particular policy  \ndevelopment areas necessary to stimulate further discussions. The depiction of a European Doctorate in Teacher Education concludes the paper.  \nKeywords: teacher professionalism, European dimension, mobility, teacher education and competences, teacher education policies  \n1 Dept. of Teacher Education and School Research, University of Innsbruck, Austria; [michael.schratz@uibk.ac.at](michael.schratz@uibk.ac.at)  \nEvropski učitelj: nadnacionalni pogled na politike in prakse izobraževanja učiteljev  \nMichael Schratz  \n• Vloga učiteljev v Evropi bo v prihodnosti pomembna tudi pri dvigovanju zavedanja o tem, kaj pomeni biti »evropski učitelj« . Čeprav smo siedini, da med državami obstaja raznovrstnost, ostaja vprašanje, kaj naredi učitelja »evropskega« . Pri odgovarjanju na to nenavadno vprašanjelahko naletimo na več različnih vidikov, ki so močno nacionalno zaznamovani, in sicer s tem, kaj pomeni poučevati v določeni državi (kotna primer politična kultura) . Prav to – razlike v zaposlitveni strukturi, izobraževanju učiteljev, selekciji in v zaposlovanju itn.– učiteljem ševedno ne omogoča, da bi se brez težav zaposlovali v različnih državah. Vendar obstaja veliko podobnosti v generičnih kompetencah učiteljev, ki so zahtevane v vsej Evropi in tudi drugje. Prispevek z različnih vidikov predstavlja profesionalizem učitelja, skuša zaznati »evropskost« učiteljevega dela in mobilnost kot cilj ter poudari določene politike, katerih razvoj bo pomemben pri spodbujanju nadaljnjih razprav. Prispevek se konča s predstavitvijo evropskega doktorata v izobraževanju učiteljev.  \nKljučne besede: profesionalizem učitelja, evropska dimenzija, mobilnost, izobraževanje učiteljev in kompetence, politike s področjaizobraževanja učiteljev  \nIntroduction  \nIn many ways, Europe has become an increasingly important reference point in the field of education, ranging from exchange programmes at the school level to policy development initiatives across Europe (Bauer & Ortner, 2008) . While in the economy the influence of the European Union on national policies can be traced in everyday encounters, in education national policymaking has been safeguarded against excessive “Europeanization”(Heidenreich, 2014) . Although many teachers work within a European context through exchange programmes and other transnational activities, we know very little about their“Europeanness”, i.e. what constitutes a teacher within an understanding of European professionalism.  \nThe first discussions on this topic started during a meeting in the European Network on Teacher Education Policies (ENTEP), which was formed atthe initiative of the Portuguese minister of education in 1999 and has offered a transnational space for intensive debate concerning critical teacher education policy issues. During the first meeting, the question was asked “Does something like a European teacher exist?” and attendees seemed to be puzzled by the expectations of such a concept.“Do you","cbCaio8nBuwL3wdH","https://ap.wps.com/l/cbCaio8nBuwL3wdH","pdf",231286,17,"English","# Introduction\n## European teacher professionalism and mobility\n## ENTEP and transnational policy debate","[{\"question\":\"What problem does the paper address about the idea of a “European teacher”?\",\"answer\":\"It explores what makes a teacher “European,” despite differences in national political cultures and education systems. The paper emphasizes that mobility is difficult when career structures and recruitment processes vary across countries.\"},{\"question\":\"Why do teacher employment and mobility remain challenging within Europe?\",\"answer\":\"Differences in employment structure, teacher education, and selection or recruitment procedures prevent teachers from moving easily between countries. The paper contrasts this with broader needs for teacher competences across Europe.\"},{\"question\":\"How does the paper conclude regarding teacher education in Europe?\",\"answer\":\"It highlights policy development areas needed to support further discussion and ends by presenting a European Doctorate in Teacher Education.\"}]","The European Teacher - Transnational Perspectives in Teacher Education Policy and Practice | PDF",1792087808,43]