Teachers play an essential role in every student’s learning process and their contribution is even more evident in the aftermath of the Covid-19 pandemic. Millions of European teachers have in fact adapted to school closures and are still at the forefront to ensure that students’ learning continue also at a distance, during the lockdown. However, the teaching profession has been going through a professional crisis for some years now, with school systems increasingly having difficulty in recruiting motivated and competent teachers. In this situation, what are the solutions developed by national and European policy makers to overcome these challenges? The Eurydice network’s report that was released today, Teachers in Europe: Careers, Development and Well-being, focuses on lower secondary school teachers and contributes to this debate.
The study provides evidence to understand the impact of national policies on teacher behaviour, providing a database for the implementation of future reforms. The report covers the 27 EU member states, as well as the United Kingdom, Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey. The key areas of the study include the vocational crisis and policies related to increasing the attractiveness of the profession, initial training, continuing professional development, conditions of service, career prospects and the well-being of teachers.
What is Eurydice?
Eurydice is the European network which collects, updates, analyses and disseminates information on policies, structure and organisation of the European educational systems. Created in 1980 on the initiative of the European Commission, the network consists of a European Unit based in Brussels and some National Units. Since 1985, the Italian National Unit has been based at Indire.