Teacher Education policies in Poland

Document Type : Review Article

Authors

Department of Chemistry Education, Farhangian University, Tehran, Iran

Abstract

The Polish education system has undergone significant changes since gaining independence from the communist regime in 1989, including alterations in school structure, curricula, teacher training, and professional development. Since 1990, the country has revised its teacher education standards four times, with the latest update in 2019. This study investigates teacher education policies in Poland, which have seen substantial reforms since joining the European Union in 2004. It explores the nation's policies concerning teacher training, student admission criteria for teacher training institutions, required academic courses, internship organization, practical teaching, teacher recruitment, employment, and professional development. Utilizing a descriptive-analytical research method, data were collected and interpreted based on predefined criteria aligned with the research objectives. Findings reveal significant changes in Poland's teacher education programs over the past two decades, including increased teacher salaries, expanded early childhood teacher training, enhanced teacher training and advanced education programs, and a focus on educational system issues. Pedagogical training plays a vital role in Polish teacher education, with prospective teachers mandated to complete supervised internships or independent teaching before employment for professional readiness. Key challenges in Polish teacher education include declining student numbers and the relatively older age of teachers compared to other European Union countries.

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