The Spread of the Learning Outcomes Approaches across Countries, Sub-Systems and Levels: A Special Focus on Teacher Education

Autor/in	Halász, Gábor
Titel	The Spread of the Learning Outcomes Approaches across Countries, Sub-Systems and Levels: A Special Focus on Teacher Education
Quelle	In: European Journal of Education, 52 (2017) 1, S.80-91 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12201
Schlagwörter	Outcomes of Education; Teacher Education; Teaching Methods; Comparative Education; Case Studies; Curriculum Development; Governance; Educational Policy; Foreign Countries; European Union + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Ausland
Abstract	This article is based on the outcomes of the study entitled "The application of learning outcomes approaches across Europe", which was funded by Cedefop and completed in 2015 (Wisniewski et al, 2015). The study, aiming at exploring the implementation of the learning outcomes approach in European countries, addressed two major questions: (1) to what extent and how the shift to learning outcomes has been influencing education and training policies and strategies at macro (national) level and teaching practices at micro (institutional) level in EU and EFTA member countries, and (2) to what extent and how political priority given to learning outcomes has influenced institutional practices in the training of education and training professionals. The study, covering 33 EU and EFTA member countries and all sub-systems of education, used empirical evidence from country case studies and also from a limited number of institutional case studies focusing on initial teacher education. The study demonstrated a significant progress in the use of the learning outcomes approach in most countries and in all sub-systems, but also major implementation challenges. This article presents the outcomes of the study using an analytical framework combining three analytical perspectives: (1) curriculum development and delivery (2) European integration, and (3) governance and policy implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01