Supranational and comparative study of the preservice training teachers in the European Unión

Abstract

The numerous reports of international organizations have contributed to introduce the teaching profession as an essential element in the education quality improvement since the beginning of the current century. For its part, the European Union and its member states have openly expressed their commitment to improve the teaching profession. And among all the elements of the teaching profession, initial training stands out as the best foundation for building an adequate professional development of teachers. This article aims to assess the initial training of Secondary Education teachers in the European Union with a double focus: on the one hand, a supranational study of the educational policies of the European Union in terms of (initial) training of teachers since the year 2000 to the present; on the other hand, a comparative study between Germany, France, Finland and England. The found results reveal certain alignments, but also divergences with both the recommendations of the European Union and the concretions of the initial teacher training in the countries of our European environment. Conclusions of this work are focused on contributing to the advancement of the current Secondary Education Masters in our country.