Developing a European Dimension of the Teacher Training Curriculum

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Abstract
This contribution explores the relationship between traditional conceptions of pedagogy and an alternative approach grounded in research‐based teaching. The case is put forward for collaborative investigations focusing on improving practice on the European dimension in education. The implications of this case suggests a changed role for training institutions to enable the study of inter‐cultural teaching and learning to be carried out by practitioners. For the teacher, supported opportunities to contribute to a knowledge base of good practice through action inquiry is also implied. The experience of an EEC‐funded project designed with such principles in mind is described and evaluated. Operating since 1982 in six member states, the outcomes suggest some priorities for future activities and outline a theory for developing the European dimension of the teacher training curriculum.

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