The information concerning the training of teachers gathered in the context of this research was very limited. In fact, this information appears to be unavailable for most of the countries or regions involved in this study, which in itself is a relevant finding. In the case of countries or regions for which it was possible to obtain some information, that which was gathered cannot be considered sufficient, particularly in relation to pertinent subjects such as teacher training policies, programmes and/or initiatives aimed specifically at addressing the problems analysed in this study.

Therefore, this chapter is intended to help reflect upon the main European trends in the area of teacher training, and in particular on the measures and initiatives aimed at preventing educational exclusion and promoting equal opportunity for socially underprivileged groups.

Concurrently, there will be an outline of some of the measures, projects and/or initiatives that the team was able to identify from the information gathered for the countries covered by this study. In addition, the reasons why there are so many difficulties in coming to grips with the problems we are faced with within the current context of this project will also be discussed.

Development of educational systems and new teaching skills

The changes that have occurred in contemporary systems of education, namely those of the European Union, have inevitably and significantly affected teachers.

Among these changes, the most important has been the systematic increase in the duration of compulsory schooling; this has been associated with, and even preceded by, a large increase in school enrolment, which thus reflects the growing social demand for education that characterises post-war societies. The second most important change has involved the measures of democratisation associated with the increasing development of schools with a single curriculum – or at the very least, with a common core syllabus – which have also contributed to the heterogeneous social and cultural nature of the ‘single school system’. In this system we now have students of various ethnic, social, and cultural origins carrying with them different aspirations and academic and professional expectations. These students possess varied abilities and have varying attitudes towards education, school and teachers.