Teachers are of primary importance in learning at school. The need to optimise their contribution to it has naturally been endorsed at European level as an educational policy priority. Both the European Commission and the Council of the European Union have emphasised the need to improve teacher education, continuing professional development in teaching, and the attractiveness of the teaching profession. Data on what works and on policies likely to meet future challenges successfully are essential in order to improve the effectiveness, efficiency, and relevance of education systems in Europe.
This report focuses on around 2 million teachers working in lower secondary education (ISCED 2) in Europe and on the education systems concerned. It analyses the relation between the policies
regulating the working conditions of teachers, and their own practices and perceptions. The report is based on secondary analysis of data from the 2013 OECD Teaching and Learning International
Survey (TALIS 2013), as well as Eurydice and Eurostat/UOE data. It brings together quantitative and
qualitative information from very different sources, combining factual data, the views of teachers, and the content of education policies and regulations.
The report examines five areas of primary importance for policy: (1) demographics and working
conditions; (2) initial teacher education and the transition to the teaching profession; (3) continuing professional development; (4) transnational mobility; and (5) attractiveness of the profession.
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