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 |
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| Language: | English |
| Authors: | Vasileios Symeonidis (ORCID |
| 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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