The goal of the project Teachers for Futures, funded under the Erasmus+ Teacher Academies action, is to influence European teacher education and to contribute to more flexible, open and practical teacher training based on sustainability, digitalisation and inclusion.
The University of Stavanger is to coordinate a European innovation project testing new models for initial and continued teacher education
Must meet the challenges of our time by innovating teacher education
‒ The basis for the collaboration is a shared desire to collaborate on the really big challenges we face as a society. Teacher training courses involve all subject areas. This project does not focus on a particular subject, but will develop the structure of the education itself, in accordance with underlying regulations, says Brita Strand Rangnes, head of the Thematic Working Group for Teacher Education in the ECIU.
Traditionally, teacher training programs have been known to have strong national and regional roots with framework plans setting strict guidelines for training courses. Although national regulations and rules are different, and the courses offered are different, Rangnes believes the teacher training courses in Europe have a lot in common.
‒ The most important thing we share is that we face the same societal challenges, Rangnes points out.
Eight partner institutions ally
The Erasmus+ Teacher Academies initiative is part of the EU's communication on the European Education Area. This vision emphasizes the importance of teachers, schools and education in society. Education is held up as the core of the European way of life, bringing with it a high degree of equality, well-developed welfare states, democracy and good opportunities for active and responsible citizenship.
Through the Erasmus+ Teacher Academy Teachers for Futures, eight of the partner institutions within the European university alliance European Consortium of Innovative Universities (ECIU) want to support the EU vision of securing teachers' opportunities for professional development, competence development and motivation.
‒ The school is crucial for societal development
Rangnes is clear that the teachers being trained will have the school as their place of work, but society as their area of impact.
‒ We develop as a society in school, Rangnes says.
That is why she is also clear in her speech that working with major and fundamental societal challenges certainly belongs in teacher education.
‒ We've all been in school. No matter what happens later in life, we have this in common. That makes the school an incredibly important stage for creating change in society. Which, in turn, makes teacher education crucial for work on major societal challenges, Rangnes says.
Education as a response to needs
An important point within the ECIU alliance is that the universities connect with their surrounding regions and contribute with relevant education that responds well to existing needs.
In the project, the eight universities involved each have a partner school. Together, they will identify challenges closely related to everyday school life, and solve these through challenge-based learning and micromodules. In practical terms, this means that teachers and school leaders at the partner schools develop challenges that form the basis for learning activities for student teachers, school and university staff.
‒ Theory and practice complement each other, and this is a collaboration that adds to and develops our professional community. It allows us to develop and test new methodologies, says Anne Lunde, principal at Lunde School, the Norwegian school partner in the project.
‒ By utilizing up-to-date knowledge in the field of practice, we want to make even better arrangements for teacher training to help respond to the major societal challenges we face, both now and in the future, says Rangnes.
New European model for higher education
The Teachers for futures project is linked to the ECIU university alliance's ongoing flagship project ECIU University, where a new European model for higher education is being developed. Here, arenas are created for learning across countries, and through collaboration with public and private social actors in the regions in which the universities are located.
The project also responds well to the University of Stavanger's strategic initiative to focus on lifelong learning, where teacher training and the field of practice are closely linked. It will also strengthen collaboration with strategically important partners in the ECIU alliance on increased internationalisation in teacher education.
Text: Kristin Vestrheim Cranner
