Teachers, Teacher Education, and Professional Development
Policy declarations in Belgium strongly emphasize the importance of teacher effectiveness and assessment. The goal of one government decree brought about the integration of all types of teacher training programs under one coherent framework, and the implementation of important changes in the area of in-service professional development. In the decree, minimum requirements were introduced in the form of teacher profiles (developed by the Department for Educational Development), which enumerate general teacher competencies in terms of knowledge, skills, and attitudes, as well as competencies specific to the respective levels of teaching (i.e., preprimary, primary, or secondary). The attitudes defined in the teacher profiles have bearing on all aspects of teaching; they affect teachers’ decision making, ability to form relationships, eagerness to learn, ability to organize, desire for teamwork, sense of responsibility, creativity, flexibility, and ability to use language appropriately and correctly.
Initial teacher education includes a three year program for teachers of preprimary, primary, and lower secondary school, in which there is a distinction between teacher education courses and academic or subject area courses. In addition, continuing education courses allow teachers to acquire the necessary qualifications for particular aspects of the teacher profiles.
Teacher Education Specific to Mathematics and Science
There is no official teacher education program specific to mathematics or science at the primary level. Mathematics and science are part of the general education of the primary school teacher. Some private organizations, led by volunteers and professionals, have developed initiatives to support teacher education related to specific mathematics issues. These often involve lectures, conferences, and symposia.
Requirements for Ongoing Professional Development
In-service professional development plays an important role in giving teachers the opportunity to develop a professional profile over the course of their careers. The aforementioned decree regarding teacher education and in-service professional development introduced a new system of further training initiatives. The decree states that the school administration is responsible for supporting teachers in their pursuit of ongoing professional development. Teacher professional development may help strengthen the effective management of complex interactions between teaching staff and students, among teachers themselves, among students, and between teachers and the outside world. Teachers receive systematic in-service education and guidance on methods of assessment (e.g., developing and using teaching materials and sample tests). Schools pay particular attention to the supervision of beginning teachers, as supporting teachers new to the profession is of great importance to the development of their careers.