Teaching Profession for the 21st Century

TEACHING PROFESSION FOR THE 21ST CENTURY

Publisher Centre for Education Policy Svetozara Markovica 22/20, Belgrade cep@cep/edu.rs cep.edu.rs

For publisher Jasminka Ceki Markovi

Editors Vlasta Vizek Vidovi Zoran Velkovski

Reviwers Iris Marusi Lidija Radulovi

Proofreading Terance Payne

Cover design Milica Milojevi

Number of copies 500

Pre-press Zoran Grac

ISBN 978-86-87753-09-9

Printed by Dosije studio, Beograd

Centre for Education Policy

TEACHING PROFESSION FOR THE 21ST CENTURY

Advancing Teacher Professionalism for Inclusive, Quality and Relevant Education ? ATEPIE

Editors Vlasta Vizek Vidovi, Zoran Velkovski

Authors Graham Donaldson, Milica Grahovac, Suzana Kirandziska,

Milica Jeli, Sasa Mili, Gordana Miljevi, Radmila Rangelov Jusovi, Zorica Triki, Zoran Velkovski,

Vlasta Vizek Vidovi, Jelena Vranjesevi

Belgrade, 2013

This project was financed by the Education Support Program of the Open Society Foundations (ESP/OSF). Opinions expressed in this

publication do not necessarily represent those of the aforementioned organisation.

TABLE OF CONTENTS

List of Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7

List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8

Foreword. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9

Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

1. The Twenty-First Century Professional. . . . . . . . . . . . . . . . . . . . . . 13 1.1. How Does Teacher Learn and Develop Professionally? . . . . . . . 14 1.2. How Are Other Countries Approaching the Development of Tools for Successful Teacher Learning Which Lead to Professional Growth and Development Throughout a Career? . . . . . . . . . . . . . . . . 15 1.3. National Frameworks of Teacher Standards . . . . . . . . . . . . . . 15 1.4. The Regional Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 1.5. Key Characteristics of the ATEPIE Framework of Teacher Competences . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

2. Framework of Teacher Competences ? ATEPIE Approach . . . . . . . . . . 24 2.1. Development of the Framework of Teacher Competences within the Advancing Teacher Professionalism for Inclusive, Quality and Relevant Education (ATEPIE) Project . . . . . . . . . . . . . . . . . . . 24 2.2. Areas and Indicators of Teacher Competences in the ATEPIE Framework of Teacher Competences. . . . . . . . . . . . . . 25 2.2.1. Learner and Learning . . . . . . . . . . . . . . . . . . . . . . . . 26 2.2.2. Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . 28 2.2.3. Teaching and Assessment . . . . . . . . . . . . . . . . . . . . . . 30 2.2.4. Professional Development and Responsibility. . . . . . . . . 32 2.2.5. School, Family and Community Cooperation . . . . . . . . . 34 2.2.6. School Development and Improvement of the Education System . . . . . . . . . . . . . . . . . . . . . . . . 36 2.3. A Glimpse at National Standards vs. ATEPIE FTC . . . . . . . . . . . 38

3. Framework of Teacher Competences ? Regional Implications . . . . . . 41

4. Framework of Teacher Competences ? Country Perspectives . . . . . . . 47

6

Teaching Profession for the 21st Century

4.1. Framework of Teacher Competences ? A Tool for Teacher Professionalization ? The Case of Bosnia and Herzegovina . . . . 47 4.1.1. Teachers in Bosnia and Herzegovina. . . . . . . . . . . . . . . 48 4.1.2. Qualifications Framework for the Teaching Profession. . . 49

4.2. Basis for the Development of the National Framework of Teacher Qualifications ? The Case of Macedonia . . . . . . . . . 51 4.2.1. Introduction ? Education for Learning in the Twenty First Century . . . . . . . . . . . . . . . . . . . . 51 4.2.2. Changes and the Role of the Teacher . . . . . . . . . . . . . . 52 4.2.3. Teacher Professional Development and Changes. . . . . . . 53 4.2.4. Role of the FTC . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

4.3. Applications for Teachers Advancement ? The Case of Montenegro . . . . . . . . . . . . . . . . . . . . . . . . . . 57

4.4. The Competent Teacher in a Competent system ? The Case of Serbia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 4.4.1. Quality of the Educational Process ? the Role of the Teacher . . . . . . . . . . . . . . . . . . . . . 63 4.4.2. From Competent Individuals to a Competent System . . . 64

References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Appendices

Appendix 1: The Framework of Teacher Competences . . . . . . . . . . . . . 73

Appendix 2: Research Results Overview . . . . . . . . . . . . . . . . . . . . . . 77

Appendix 3: Questionnaire for Consultations with Teachers . . . . . . . . . 83

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