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The Multifaceted Role of Learning Outcomes across the Continuum of Teacher Education: An Approach to Empower VET Teachers and Trainers. Working Paper Series. No. 27

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Title: The Multifaceted Role of Learning Outcomes across the Continuum of Teacher Education: An Approach to Empower VET Teachers and Trainers. Working Paper Series. No. 27
Language: English
Authors: Vasileios Symeonidis (ORCID 0000-0002-3173-3560), Anastasia Pouliou (ORCID 0000-0002-1277-7189), Christopher James Lees (ORCID 0000-0002-3178-0447), Cedefop - European Centre for the Development of Vocational Training
Source: Cedefop - European Centre for the Development of Vocational Training. 2025.
Availability: Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu
Peer Reviewed: N
Page Count: 48
Publication Date: 2025
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Career and Technical Education Teachers, Preservice Teacher Education, Beginning Teacher Induction, Faculty Development, Learning Objectives, Teacher Education Curriculum, Teacher Evaluation, Prior Learning, Recognition (Achievement), Professional Identity, Professional Autonomy, Foreign Countries
Geographic Terms: Bulgaria, Ireland, France, Lithuania, Malta, Netherlands, Poland, Portugal, Slovenia, Finland, Europe, European Union
ISSN: 1831-2403
Abstract: This working paper explores the multifaceted role of learning outcomes across the continuum of teacher education, spanning initial teacher education, induction, and continuing professional development. Drawing on a literature review and data from 10 case studies conducted as part of Cedefop's project 'The shift to learning outcomes: Rhetoric or reality?', it examines how learning outcomes shape teachers' lifelong learning through five interrelated functions: structuring curricula and assessment, shaping career progression pathways, guiding teacher appraisal, supporting the recognition of prior learning, and strengthening professional identity and agency. Findings reveal considerable variation in how systematically learning outcomes are embedded in teacher education across countries. While they confirm the transversal potential of learning outcomes as a policy tool, their influence depends on how they are designed, interpreted and enacted in ways that empower rather than constrain teachers. The study argues that their contribution to coherence relies on local professional cultures and sustained capacity-building.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678559
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Vasileios+Symeonidis%22">Vasileios Symeonidis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3173-3560">0000-0002-3173-3560</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anastasia+Pouliou%22">Anastasia Pouliou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1277-7189">0000-0002-1277-7189</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+James+Lees%22">Christopher James Lees</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3178-0447">0000-0002-3178-0447</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cedefop+-+European+Centre+for+the+Development+of+Vocational+Training%22">Cedefop - European Centre for the Development of Vocational Training</searchLink>
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  Data: Cedefop - European Centre for the Development of Vocational Training. P.O. Box 22427, Finikas, Thessaloniki, GR-55102. Tel: 30-2310-490111; Fax: 30-2310-490049; e-mail: info@cedefop.europa.eu; Web site: http://www.cedefop.europa.eu
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  Data: <searchLink fieldCode="DE" term="%22Bulgaria%22">Bulgaria</searchLink><br /><searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink><br /><searchLink fieldCode="DE" term="%22France%22">France</searchLink><br /><searchLink fieldCode="DE" term="%22Lithuania%22">Lithuania</searchLink><br /><searchLink fieldCode="DE" term="%22Malta%22">Malta</searchLink><br /><searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink><br /><searchLink fieldCode="DE" term="%22Poland%22">Poland</searchLink><br /><searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink><br /><searchLink fieldCode="DE" term="%22Slovenia%22">Slovenia</searchLink><br /><searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink><br /><searchLink fieldCode="DE" term="%22Europe%22">Europe</searchLink><br /><searchLink fieldCode="DE" term="%22European+Union%22">European Union</searchLink>
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  Data: This working paper explores the multifaceted role of learning outcomes across the continuum of teacher education, spanning initial teacher education, induction, and continuing professional development. Drawing on a literature review and data from 10 case studies conducted as part of Cedefop's project 'The shift to learning outcomes: Rhetoric or reality?', it examines how learning outcomes shape teachers' lifelong learning through five interrelated functions: structuring curricula and assessment, shaping career progression pathways, guiding teacher appraisal, supporting the recognition of prior learning, and strengthening professional identity and agency. Findings reveal considerable variation in how systematically learning outcomes are embedded in teacher education across countries. While they confirm the transversal potential of learning outcomes as a policy tool, their influence depends on how they are designed, interpreted and enacted in ways that empower rather than constrain teachers. The study argues that their contribution to coherence relies on local professional cultures and sustained capacity-building.
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      – Text: English
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        PageCount: 48
    Subjects:
      – SubjectFull: Career and Technical Education Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Beginning Teacher Induction
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Learning Objectives
        Type: general
      – SubjectFull: Teacher Education Curriculum
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Prior Learning
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      – SubjectFull: Recognition (Achievement)
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Professional Autonomy
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Bulgaria
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      – SubjectFull: Ireland
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      – SubjectFull: France
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      – SubjectFull: Lithuania
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      – SubjectFull: Malta
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      – SubjectFull: Netherlands
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      – SubjectFull: Poland
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      – SubjectFull: Portugal
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      – SubjectFull: Slovenia
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      – SubjectFull: Finland
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      – SubjectFull: Europe
        Type: general
      – SubjectFull: European Union
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      – TitleFull: The Multifaceted Role of Learning Outcomes across the Continuum of Teacher Education: An Approach to Empower VET Teachers and Trainers. Working Paper Series. No. 27
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