TEXT 12. Qualifications of arts teachers in Europe.

The education and training of arts teachers, similarly to that of other teachers, may be considered in two phases: initial teacher education (thus education before acquiring a teacher status) and continuing professional development. During the initial phase, prospective arts teachers receive training in different arts subjects; or, in the case of specialist teachers, they receive training and qualification in one or two particular subject areas. In addition, in most cases, prospective arts teachers also receive professional teacher training.

Generalist teachersare usually trained in arts subjects as part of their professional teacher training. In the case of specialist arts teachers, practices differ. In order to become a specialist arts teacher, prospective teachers in most countries have to have a Bachelor's or a Master's degree in an arts subject (visual arts, music, etc.) and have to complete professional teacher training. This can be done according to either the concurrent or the consecutive model.

The concurrent model is the prevailing or only option in Denmark, Germany and Poland. The countries in which specialist teacher education in the arts tends to follow the consecutive model are Estonia, France, Italy, Luxembourg, Finland and the United Kingdom (England, Wales and Northern Ireland). In the German-speaking Community of Belgium, there is only one institution for generalist teacher education; specialist teachers are trained mostly in the French Community of Belgium. There are no institutions for teacher education in Liechtenstein; therefore, all arts teachers are trained in neighbouring countries (mostly in Switzerland and to a lesser extent in Austria).

In other European countries there are two main routes available for becoming a specialist arts teacher: either students study the arts in specialised higher education institutions or faculties (e.g. in faculties of fine arts, arts academies or conservatoires) and later participate in a professional teacher training, or they study the arts as part of their professional teacher training (e.g. in faculties of education). For example, in Cyprus, specialist arts teachers who teach in primary schools study the arts as part of their teacher training, while those preparing to teach at lower secondary level usually receive a Bachelors degree first in the specific subject. In Ireland, in order to become a specialist visual arts teacher students can either complete a Bachelors degree in Education in Art and Design Teaching, or they can complete a degree in visual arts and then can acquire the Art and Design Education Teaching diploma. Similarly, in the Czech Republic and in Slovakia, students can become specialist arts teachers in two ways: they can study in faculties of education (arts being part of teacher training), or they can study in professional arts higher education institutions and then undergo a supplementary pedagogical training.

The existence of guidelines or nationally set frameworks for initial teacher education of generalist and specialist arts teachers varies across countries. Although it is usually institutions for teacher education that are responsible for the content of the training, in most cases they include certain topics or subjects in their programmes. In the majority of cases, either there are national standards or all institutions for teacher education provide similar training.

(Source: Arts and Cultural Education at School in Europe, Brussels: Eurydice, 2009 – 104 p.)

Не знайшли потрібну інформацію? Скористайтесь пошуком google:

Генерація сторінки за: 0.006 сек.