Understanding and enhancing change in post-Bologna pre-service teacher education: lessons from experience and research in Portugal

Abstract

This chapter focuses on how the Bologna reform in pre-service teacher education in Portugal has instigated change at the curricular level, and how the process of change has been managed by teacher educators in our institution (University of Minho, Portugal), particularly within professional practice as a critical training component. Based on the analysis of the syllabi of current programmes, we concluded that the major innovation regarding practice-related learning is the new practicum model, where a transformative view of teacher development is assumed and an inquiry-based approach to teaching is proposed. We present strategies that have been developed to support and investigate change within that model, and discuss its potential value and shortcomings by drawing on two studies undertaken by teacher educators in our setting. The studies were based on focus group interviews to practicum participants and the analysis of student teachers’ practicum reports. Results show that the model promotes reflective teaching towards learner-centredness, along with the development of professional knowledge and classroom research skills. Nevertheless, the model is rather controversial as it runs counter to previous teacher education rationales, raising uncertainties and tensions regarding the balance between university and school work, supervisory roles, the nature of inquiry, and the promotion of innovation in schools. Our case illustrates the challenges of local reforms and points out the need to develop a scholarship of teacher education in reform settings.