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r aziskovanje v vzgoji in izobr aževanju: digitalizacija vzgoje in izobr aževanja ...
The comparison of the main components of the initial programs for core
practitioners in the chosen countries indicates that the curricula of pre-pri-
mary teacher training programs are quite similar, covering comparable
topics, and generally including practical training (as discussed further in
Vidmar & Veldin, 2022). Although some topics, such as Special and inclu-
sive education (see Table 6), are covered in all study programs, there are sig-
nificant differences in how they are approached. The differences can be ob-
served in the number of subjects that are included in the topic (from 1 to 9),
the number of them that are elective (0 to 6), and how many are compulso-
ry (1 to 9). The majority of the programmes have only one compulsory sub-
ject addressing Special and inclusive education (5 of our 7). The exceptions
are the programme for School teachers of pre-primary education in Spain
(8 compulsory subjects) and the programme for Kindergarten teachers in
Italy (9 compulsory subjects). Furthermore, there are many initial train-
ing programmes, that do not include any additional elective courses on the
topic (a programme from Slovenia, both programmes from Spain, and the
programme for Kindergarten teachers from Italy). Despite addressing spe-
cial and inclusive education, none of the selected countries explicitly men-
tion ASD in their initial education for core staff curricula.
3.2 Continuous professional development (CPD) in five EU
countries
In this section, we provide a comparison of the main characteristics of the
CPD in each country. We conclude the results with specifics about CPD re-
lated to Special educational needs (SEN) with a focus on autism spectrum
disorders (ASD).
3.2.1 Main characteristics of continuing professional development
(CPD) for ECEC staff in selected countries
The main characteristic of CPD (i.e., the status of CPD, the minimum num-
ber of hours per year, different types of training, management of CPD and
main CPD providers) in the selected countries are presented in Table 7. As
it is evident from the information provided, in Slovenia, and partially in
Cyprus and Italy, CPD is a mandatory requirement. The Ministries in Cy-
prus and Italy had made CPD mandatory only for teachers in kindergar-
tens for children aged 3-6 years. In Sweden, although CPD is not formally
required, it is often expected as part of professional duties. In Spain, CPD is
not compulsory, but it is necessary to earn an additional salary. Also, pre-
120
The comparison of the main components of the initial programs for core
practitioners in the chosen countries indicates that the curricula of pre-pri-
mary teacher training programs are quite similar, covering comparable
topics, and generally including practical training (as discussed further in
Vidmar & Veldin, 2022). Although some topics, such as Special and inclu-
sive education (see Table 6), are covered in all study programs, there are sig-
nificant differences in how they are approached. The differences can be ob-
served in the number of subjects that are included in the topic (from 1 to 9),
the number of them that are elective (0 to 6), and how many are compulso-
ry (1 to 9). The majority of the programmes have only one compulsory sub-
ject addressing Special and inclusive education (5 of our 7). The exceptions
are the programme for School teachers of pre-primary education in Spain
(8 compulsory subjects) and the programme for Kindergarten teachers in
Italy (9 compulsory subjects). Furthermore, there are many initial train-
ing programmes, that do not include any additional elective courses on the
topic (a programme from Slovenia, both programmes from Spain, and the
programme for Kindergarten teachers from Italy). Despite addressing spe-
cial and inclusive education, none of the selected countries explicitly men-
tion ASD in their initial education for core staff curricula.
3.2 Continuous professional development (CPD) in five EU
countries
In this section, we provide a comparison of the main characteristics of the
CPD in each country. We conclude the results with specifics about CPD re-
lated to Special educational needs (SEN) with a focus on autism spectrum
disorders (ASD).
3.2.1 Main characteristics of continuing professional development
(CPD) for ECEC staff in selected countries
The main characteristic of CPD (i.e., the status of CPD, the minimum num-
ber of hours per year, different types of training, management of CPD and
main CPD providers) in the selected countries are presented in Table 7. As
it is evident from the information provided, in Slovenia, and partially in
Cyprus and Italy, CPD is a mandatory requirement. The Ministries in Cy-
prus and Italy had made CPD mandatory only for teachers in kindergar-
tens for children aged 3-6 years. In Sweden, although CPD is not formally
required, it is often expected as part of professional duties. In Spain, CPD is
not compulsory, but it is necessary to earn an additional salary. Also, pre-
120
