Indeed, in some Member States there is little systematic coordination between different elements of teacher education, which leads to a lack of coherence and continuity, especially between teachers’ initial professional education and their subsequent induction, in-service training and professional development.
Mõnedes liikmesriikides on õpetajahariduse eri osad omavahel vähe koordineeritud, mistõttu puudub seostatus ja järjekindlus õpetajate esmaõppe ning sellele järgneva kutseaasta, täienduskoolituse ja elukutselise arenguga.