Teacher training in Slovenia : between academic autonomy and professional competence

Abstract

The current reform of the teacher education program in Slovenia has a long history, one that is connected to the broader transition and change processes triggered off by Slovenia's independence in 1991.1 It is also connected to changes in educational legislation and to the recent reform of the higher education sector. Teacher training started being held in the context of universities in 1975. This incorporation into the higher education sector has increased the social standing of faculty staff, of student-teachers, and of teachers more generally. At the same time, however, it has brought about a number of conflicts, whereby University requirements sometimes clash with the goals that students ought to pursue in view of their future profession as teachers. The status of Faculties of Education at the university is low, both because of the tardy admittance of the field in the institution, and because of the low esteem in which teaching is held in Slovenian society more generally. This makes it difficult for education faculties to assert their own agendas and criteria when designing study programs, and when recruiting lecturers. The aim of this chapter is to point out some obstacles that stand in the way of better quality teacher education due to the lack of power of faculties of education operating in the context of universities. It is important, however, to provide a more detailed background about Slovenia's education system in order to better understand the present situation.