There are differences between countries with respect to the level of qualification teachers must attain in order to meet the requirements to become a fully qualified teacher. The minimum requirement for becoming a teacher at pre-primary level in most European countries is a tertiary level qualification gained after three or four years of study. Most countries require pre-primary teachers to hold a
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and Slovakia, the minimum level of initial teacher qualification is either upper secondary (ISCED 3) or non-tertiary post-secondary level (ISCED 4). Conversely, a master's degree is required in France, Portugal and Iceland. Overall, it can be noted that the minimum level of qualification required for becoming a pre-primary teacher has risen across Europe compared to 2006/07 (Eurydice, 2009). Similarly, the great majority of countries require prospective primary teachers to have a Bachelor’s degree or its equivalent, which takes three or four years’ study. The exceptions to this rule are ten European countries – the Czech Republic, Germany, Estonia, France, Portugal, Slovenia, Slovakia, Finland, Iceland and Croatia – where initial education for primary teachers is at master's level and usually takes five years. Compared to 2006/07 (Eurydice, 2009), an increase in the minimum length of initial teacher education can be noted for many countries in 2010/11.
For those intending to work at lower secondary level, in around half of the countries studied, initial teacher education take place at bachelor’s level (three to four years) and in the other half at master's level (usually around five years). For prospective upper secondary teachers, the minimum qualification required in the majority of European countries is a master's degree, except in 11 countries or regions where the minimum qualification level is at bachelor’s level and applies to teachers at all levels of school education.
Finally, in addition to educational and professional qualifications, teachers must also undergo an induction period in 13 countries or regions, usually directly after gaining their qualification. The induction phase is generally seen as a structured support programme for prospective teachers. In some countries, it applies to teachers at all school levels in general education, in others it is a requirement only at secondary or at primary level but not at pre-primary level. During induction, newly qualified teachers carry out all or many of the tasks incumbent on experienced teachers, and they are remunerated for their work. Most countries provide this induction phase in addition to the compulsory professional training received before the acquisition of a teaching diploma.
Explanatory note (Figure E2)
Prospective teachers may follow either the concurrent or the consecutive model of initial teacher education, depending on the level of education and the country concerned (see note to Figure E1). The period of study includes the time taken to acquire the necessary academic degree prior to embarking on the initial teacher education course under the consecutive model.
The induction phase is a structured phase of support given to newly qualified teachers when they begin their first teaching post. During the induction period, these teachers carry out all or many of the tasks incumbent on experienced teachers, and they are remunerated for their work. Normally, this phase also includes a theoretical aspect; it is an additional requirement to the compulsory professional training received before acquiring a teaching diploma. The induction phase is different from a purely administrative probationary period. It normally lasts at least several months. Country specific notes
Ireland: Currently, engagement by probationary teachers in a formal induction programme is still voluntary, but will become mandatory in 2012.
Cyprus: The duration of the induction phase is 39 days for prospective teachers at all levels.
Sweden: Prospective teachers will have to take a final induction year at a school under the leadership of an experienced teacher as part of their initial education as of autumn 2011.
United Kingdom (ENG/WLS/NIR): The Postgraduate certificate in education (PGCE, i.e. consecutive route professional training programme) is not a master’s programme but may include some master’s level study that can contribute to a master’s degree.
Iceland: The Law on teacher education and employment of teachers No. 87/2008 stipulates that teacher education for qualified teacher status should be at master’s level but this will not come fully into effect until 2013. There is a transition period during which teacher education institutions are running two programmes (a and b).
Norway: There are other pathways to the teacher qualification in addition to the 3-year programme, including a five-year concurrent teacher education programme at master’s level.
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Figure E2: Required level and minimum length of initial teacher education for teachers from pre- primary to upper secondary education (ISCED 0, 1, 2 and 3), and the length of the induction period, 2010/11
To teach
at level: a Pre-primary b Primary c Lower secondary d Upper secondary
Qualification needed:
ISCED 3/4 Master's level
Induction
{
after ITEBachelor's level Study abroad during ITE
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