engleski

Teaching profession for 21st century

The publication “Teaching Profession for the 21st Century” has been prepared within the project “Advancing teacher professionalism for inclusive, quality and relevant education” (ATEPIE) implemented in 2011/2013 by the Centre for Education Policy (CEP) in cooperation with the Education Support Program of Open Society Foundations (ESP/OSF), The project builds on the work of national Open Society Foundations and ESP supported projects in the South East Europe aiming to strengthen the role of teachers in ensuring education inclusion and quality in the Western Balkan countries. It is the result of a collaborative effort of the education specialists from Bosnia and Herzegovina, Macedonia, Montenegro and Serbia with the support of international experts in the field and CEP project team. There is increasingly powerful evidence that teachers have the crucial role in providing the child-centered, quality, inclusive education that will prepare each child to the best of his/her potential for the life and work in modern society. However, there is a disconnect between the aspirations of teacher education policies and actual practice. Recent research has shown that teachers are not adequately educated, supported and encouraged to develop skills, knowledge, the sense of vocation and the mutual inspiration to pursue social justice through education. There is no strong teacher voice in education policy development or school governance and teachers’ initiatives are seldom recognized . There is a need to develop a common understanding of the knowledge, skills and values which the twenty-first century teacher should have. Western Balkan countries are at the different stages in developing standards for the teaching profession, teacher licensing procedures, defining learning outcomes for teacher education and training, setting entry standards for the profession and career progression, and introducing quality assurance mechanisms for teacher education and training. “Teaching Profession for the 21st Century” is the joint attempt to respond to the above challenges. It contains four chapters and appendices. The 1st chapter explains the importance of teachers’ professional development and of setting expectations for teaching profession. It presents some examples of international experience in developing standards, the regional context related to the teaching profession and a brief overview of the current developments in developing the standards in the participating countries. The main feature of the publication is the Framework of Teacher Competences (FTC) presented in the 2nd Chapter. It has been developed through regional cooperation, knowledge and practice sharing, taking into the account the existing and newly acquired research based evidence on teaching profession and the latest international and European Union developments regarding teachers. Teachers from each of the above countries have been centrally involved in developing its content. The 3rd chapter focuses on the regional implications of the Framework of Teacher Competences while the Country Perspectives and the possible uses of the FTC are given in the 4th Chapter. The questionnaire for the consultations with teachers as well as the results of its analyses and focus groups are presented in Appendices. The publication is offered as an overarching regional document that would contribute to, strengthen and/or add the missed dimensions in the related national documents for teachers in the primary and secondary education. It aims to help bridge any disconnect between teacher education policies and practice. It can be used as guidelines for setting the national qualification frameworks (NQF) which embody the knowledge, qualities, values, commitment to human rights and social justice which teachers should have if all of their pupils are to be equipped for life throughout the twenty-first century.

teachnig; teacher competence; professionalism

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