IMPROVING QUALITY TEACHING IN TEACHER EDUCATION PROGRAMS

Abstract

Quality teaching in teacher education programs is crucial to improve student’s achievements in all levels. In this basic paper there have been presented the main issues on teacher education programs around the Europe but not only, including Albania. Results and conclusions of the paper showed teachers need to help students acquire not only the skills that are easiest to teach and easiest to test but more importantly, ways of thinking: (1) ways of working, (2) tools for working and (3) life skills. In Albania there is a new law for teaching professionalism in pre-university education system, as well as a Code of Conduct, and a license system for teachers’ certification after their studies at universities. Some core competences that all teachers need include: (1) sound knowledge frameworks; (2) a deep knowledge of how to teach specific subjects; (3) classroom teaching/management skills and strategies; (4) interpersonal, reflective and research skill; (5) critical attitudes towards their own professional actions; (6) positive attitudes to continuous professional development, collaboration, diversity and inclusion; (7) the capability of adapting plans and practices to students’ needs. Research suggests a number of factors for effective initial teacher education: (a) an extensive, structured teaching practice; (b) sustained, structured mentoring; (c) an individualized focus on student teachers as reflective learners; (d) opportunities for student teachers’ reflective practice; (e) an integrated initial teacher education curriculum; (f) effective partnerships between initial teacher education providers/universities and schools. A good balance between theory and practice of teacher education curricula enables teaching to be viewed as a problem-solving or research-in-action activity, closely linked to students’ learning and progress. The amount and sequence of teaching practice are key, to help develop teachers’ practical wisdom as related to professional values. Since 2011 graduated teachers from universities in Albania do a year professional practice, where a mentor has a significant role during professional practice. The benefits of a continuum approach that aligns initial teacher education with induction and continuing professional development are confirmed by evidence, which recommends: (1) mentoring of student teachers; (2) dialogue and collaboration of school and university communities; (3) innovation and creativity in teaching and learning.