Activities of Maria BADIA i CUTCHET related to 2008/2068(INI)
Plenary speeches (1)
Improving the quality of teacher education (short presentation)
Reports (1)
REPORT Report on improving the quality of teacher education PDF (174 KB) DOC (93 KB)
Amendments (9)
Amendment 3 #
Motion for a resolution
Recital A
Recital A
A. having regard to the need to educate individuals who are self-sufficient, informed and committed to social cohesion, and whereas the quality of teaching is a 1 Texts Adopted, P6_TA(2007)0503. critical factor in contributing to the European Union's job creation, competitiveness and growth potential in a globalising world,
Amendment 7 #
Motion for a resolution
Recital C
Recital C
C. whereas the challenges faced by the teaching profession are increasing as educational environments become more complex and heterogeneous; whereas these challenges include advances in Information and Communication Technologies (ICT), changes to social and family structures, and the increasingly diverse mix of students in many schools as a result of increased immigration and the emergence of multicultural societies,
Amendment 10 #
Motion for a resolution
Recital D a (new)
Recital D a (new)
Da. whereas more than 80% of primary school teachers and 97% of pre-school teachers in the EU are women, while in secondary education the equivalent figure is only 60%,
Amendment 16 #
Motion for a resolution
Recital I a (new)
Recital I a (new)
Ia. whereas the quality of schools is to a large extent dependent on the degree of autonomy attaching to their plans and management,
Amendment 21 #
Motion for a resolution
Article 4
Article 4
4. Emphasises that Member States must attach greater importance and allocate more resources to teacher training if significant progress is to be made in achieving the Lisbon strategy's 'Education and Training 2010' objectives, and in order forthe quality of education is to be boosted, and lifelong learning is to be reinforced across the Union;
Amendment 28 #
Motion for a resolution
Article 6
Article 6
6. Urges that particular attention be paid to new teachers’ initial induction; encourages the development of support networks and mentoring programmes, through which accomplished and experienced teachersteachers of proven experience and capacity can play a key role in new colleagues' training, passing on knowledge acquired throughout successful careers, promoting team-learning and helping to addresstackle drop- out rates among new recruits; believes that by working and learning together, teachers can help improve a school's performance and overall learning environment;
Amendment 35 #
Motion for a resolution
Article 10
Article 10
10. Highlights the marked differences between teachers’ average wages, not only between different Member States, but also in relation to average national incomes and GDP per capita; calls for teachers to benefit from good remuneration packages which reflect their importance to society, and whichfor action to address the 'brain-drain' of top teachers to better-paid private sector posts, particularly in the areas of science and technology;
Amendment 42 #
Motion for a resolution
Paragraph 13 a (new)
Paragraph 13 a (new)
13a. Stresses that every teacher should be a role model as regards mastery of his or her own language, since this is a vital tool for correct transmission, and facilitates pupils' learning of the remaining subjects while developing their ability to communicate, a factor of ever greater importance in numerous professional activities;
Amendment 46 #
Motion for a resolution
Article 15
Article 15
15. Considers that every school has a unique relationship with its local community, and that school leaders should have greater decision-making responsibility that allows them to address the educational challenges and teaching requirements particular to their environment, in collaboration with parents and with local community stakeholders; stresses that, with the arrival of a highly diverse immigrant population, the teaching profession needs to be made specifically aware of intercultural issues and processes, not only within schools but also in relation to families and their immediate local environment, where diversity flourishes;