The pre-service training of teachers is the first important stage in the professional journey of the teacher toward his or her main mission. It lays the foundation for professional thinking and provides the new teacher with a set of basic skills to make classroom learning truly effective. Initial teacher training is a key factor in increasing the quality of teaching to improve student outcomes and make school highly successful. The assessment was conducted during the period April - September 2021.The methodology included a detailed review of the study programmes and course syllabuses was conducted in three Education Faculties in Albania. The research methodology used mixed methods involving mainly desk-based research, complemented by interviews with key stakeholders. The study programmes and course syllabuses were analysed using content analysis methods. Content review prioritised university subjects that are the most relevant to EDC/HRE. Curricula alignment in initial teacher’s education is not achieved because of different approaches taken by higher education institutions. Programmes for preparation of teachers in higher education institutions involved in the study have different courses with various timeline and specific weight in the study programmes. Based on the analysis of the syllabuses of the reviewed courses the curricular approach is mainly knowledge based and partly, objective and competence based. Student-teachers, university professors and teacher mentors should form a learning triangle which in turn will increase the quality of teaching practice in line with EDC. There is a need to consider and approach EDC/HRE concepts withwith a more cross-curricular and inter-disciplinary lens.

Authors:
Suela Kusi Drita, University of Tirana, Albania

About the Presenter(s)
Dr Suela Kusi Drita is a University Associate Professor/Senior Lecturer at University of Tirana in Albania

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