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dc.contributor.authorMarini , Antonietta
dc.date.accessioned2023-05-01T13:40:13Z
dc.date.available2023-05-01T13:40:13Z
dc.date.issued2022
dc.identifierONIX_20230501_9791221500813_87
dc.identifier.issn2704-5781
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/62671
dc.languageItalian
dc.relation.ispartofseriesStudies on Adult Learning and Education
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.otherEuropean Dimension of Teaching
dc.subject.otherEuropean Education Area
dc.subject.otherEuropean Teacher Competences
dc.titleChapter Lo Spazio Europeo dell’Istruzione e la dimensione europea dell’insegnamento: profilo professionale e formazione del docente europeo
dc.typechapter
oapen.abstract.otherlanguageAccording to the Maastricht Treaty, the responsibility for the organisation and content of education and training systems lies with the Member States. However, the Community contributes to the development of quality education and the European dimension of teaching by encouraging cooperation between Member States. Europeanisation of national education systems in the European Union is both the effect of a top-down political process, with different levels of governance, and the result of a bottom-up movement. The main agents are the teachers themselves: European mobility, both physical and virtual, improves their professional practice and helps to develop their sense of belonging to a European teaching and learning community. Despite the central role played by teachers in the integration of national education systems into the European Education Area, the profile and the key competencies of the ‘European teacher’ have not been defined in European Union policy documents.
oapen.identifier.doi10.36253/979-12-215-0081-3.29
oapen.relation.isPublishedBybf65d21a-78e5-4ba2-983a-dbfa90962870
oapen.relation.isbn9791221500813
oapen.series.number15
oapen.pages5
oapen.place.publicationFlorence


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