Teacher Education Reforms between Higher Education and General Education Transformations in South- Eastern Europe: Reviewing the Evidence and Scoping the Issues
Keywords:
educational change, higher education, teacher education, South-Eastern Europe
Abstract
The present paper considers reforms and developments in teacher education in South-Eastern European countries as part of overall reforms in higher education, and in light of changes in general education that impact teachers and their preparation. The paper reviews the literature and reports from the region that offer some evidence of and insights into the issues surrounding teacher education reforms in the contexts of postsocialist education transformations in South-Eastern Europe. It scopes the issues relating to: structural and curricular changes in teacher preparation; coordination of reforms across different levels; development of a common vision of good teaching in cooperation between teacher education
institutions, schools and communities; and quality assurance of teacher preparation. The identified issues include: the superficial nature of structural reforms and the neglect of substantial curricular changes; the dearth of opportunities for reflection linking theory and practice; insufficiently developed cross-curricular approaches to teacher education
reforms; the fragmentation of teacher education along a number of lines; the absence of a common vision of quality teaching, and of formative links between quality assurance systems for teachers, schools and teacher education providers. Finally, the paper outlines potential
avenues for future developments and implications for teacher education policies and practices.
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References
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Batarelo Kokić, I., Vukelić, A., & Ljubić M. (2010). Mapping policies and practices for the preparation of teachers for inclusive education in contexts of social and cultural diversity – Croatia country report. Turin: European Training Foundation.
Closs, A. (1995). Education for tolerance and other aspects of adulthood: could school-age education in ex-Yugoslavia improve its contribution? In S. Biancchini, & J. M. Faber (Eds.), The Balkans: A Religious Backyard of Europe (pp. 197-212). Ravenna: Editore Longo.
Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Journal of Teacher
Education, 57(3), 300-314.
European Commission (2005). Common European principles for teacher competences and
qualifications. Brussels: European Commission. Retreived 26 May 2012 from http://ec.europa.eu/education/policies/2010/doc/principles_en.pdf
European Commission (2008). Improving competences for the 21st century: An agenda for European cooperation on schools. Brussels: European Commission. Retreived 15 March 2012 from http://ec.europa.eu/education/school21/sec2177_en.pdf
Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer Press.
Goodlad, J. I. (1991). Why We Need a Complete Redesign of Teacher Education. Educational
Leadership, 49(3), 4-6, 8-10.
Hargreaves, A. (2003). Teaching in the Knowledge Society: Education in the Age of Insecurity.
Maidenhead: Open University Press.
Hargreaves, A., & Fullan, M. G. (1992). Understanding Teacher Development. New York: Cassell.
Hytonen, J., Pucko, C., & Smyth G. (2003). The restructuring of teacher education – a case study
from Slovenia. The Three C’s: Clarity, Consistency and Commitment. Norma, 9(2-3), 25-38.
Huizen, P., Oers, B., & Wubbels, T. (2005). A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 37(3), 267-290.
Ikonomi, E., Musai, B., & Sotirofski, K. (2010). Mapping policies and practices for the preparation of teachers for inclusive education in contexts of social and cultural diversity – Albania country report. Turin: European Training Foundation.
Kafedžić, L., Pribišev Beleslin, T., & Džemidžić Kristiansen, S. (2010). Mapping policies and practices for the preparation of teachers for inclusive education in contexts of social and cultural diversity – Bosnia and Herzegovina country report. Turin: European Training Foundation.
Kidd, J. K., Sanchez, S. Y., & Thorp, E. K. (2008). Defining moments: Developing culturally
responsive dispositions and teaching practices in early childhood pre-service teachers. Teaching and Teacher Education, 24, 316-329.
Leclercq, J.-M. (1996). Teachers in a Context of Change. European Journal of Education, 31(1), 73-84.
Macura-Milovanović, S., Gera, I., & KovaÄević, M. (2010). Mapping policies and practices for the
preparation of teachers for inclusive education in contexts of social and cultural diversity – Serbia country report. Turin: European Training Foundation.
Macura-Milovanović, S., Pantić, N., & Closs, A. (2012). The rationale for a wider concept of Inclusive Education for teacher education: A case-study of Serbia. Prospects, 42, 19-39.
Margalef Garcia, L. (2011). Encouraging Teachers’ and Students’ Innovation with the Support of
Teacher Learning Communities. Ceps Journal, 1(1), 133-152.
Milić, T., Marić, A., Bošković, V., & Šćepović, V. (2010). Mapping policies and practices for the
preparation of teachers for inclusive education in contexts of social and cultural diversity – Montenegro country report. Turin: European Training Foundation.
Miclea, M. (2003). Institutional-Level Reform and the Bologna Process: The Experience of Nine
Universities in South East Europe. Higher Education in Europe, 28(3), 259-272.
Miller, P., & Stayton, V. (2006). Interdisciplinary teaming in teacher preparation’. Teacher Education and Special Education, 29(1), 56-68.
Niemi, H. (2011). Educating Student Teachers to Become High Quality Professionals – A Finnish
Case. CEPS Journal, 1(1), 43-65.
Pantić, N. (Ed.) (2008). Tuning teacher education in the Western Balkans. Belgrade: Centre for
Education Policy.
Pantić, N., Closs, A., & Ivošević, V. (2011). Teachers for the Future: Teacher Development for Inclusive Education in the Western Balkans. Turin: European Training Foundation. Retreived 15 March 2012 from http://www.etf.europa.eu/webatt.nsf/0/9E076CFB736A59AFC125788F0033258C/$file/
Teachers%20for%20the%20future_web.pdf
Pantić, N., Wubbels, T., & Mainhard, T. (2011). Teacher Competence as a Basis for Teacher
Education: Comparing Views of Teachers and Teacher Educators in Five Western Balkan Countries. Comparative Education Review, 55(2), 165-188.
Pantić, N., & Wubbels, T. (2012). Competence-based teacher education: A change from Didaktik to Curriculum culture? Journal of Curriculum Studies. 44(1), 61-87.
Plevnik, T. (2003). Akreditacija poÄetnog obrazovanja uÄitelja u Sloveniji. Norma, 9(2-3), 53-62.
Radó, P. (2001). Transition in Education. Budapest: Open Society Institute.
Radó, P. (2010). Governing Decentralized Education Systems. Budapest: Open Society Institute.
Radulović, L. (2007). Istaživanje i razvijanje obrazovanja nastavnika za refleksivnu praksu.
Pedagogija, 62(4), 597-609.
Rexhaj, X., Mula, M., & Hima, A. (2010). Mapping policies and practices for the preparation of teachers for inclusive education in contexts of social and cultural diversity – Kosovo (under UNSCR 1244) country report. Turin: European Training Foundation.
Savović, B. (2006). The Reform at the Teacher Education Faculty in Jagodina – Action Research.
Kragujevac: Teacher Education Faculty in Jagodina, University of Kragujevac.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action (1st ed.). New York: Basic Books.
Spasovski, O., Ballazhi, S., & Friedman, E. (2010). Mapping policies and practices for the preparation of teachers for inclusive education in contexts of social and cultural diversity – Former Yugoslav Republic of Macedonia country report. Turin: European Training Foundation.
Tatto, M. T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching: Theory and practice, 5(1), 95-118.
Tatto, M. T., & Mincu M. (Eds.) (2009). Reforming Teaching and Learning: Comparative Perspectives in a Global Era. Rotterdam/Boston/Taipei: Sense Publishers.
Verloop, N., Driel, J. V., & Meijer, P. (2001). Teacher knowledge and the knowledge base for teaching. International Journal of Educational Research, 35, 441-461.
Vizek Vidović, V. (Ed.) (2009). Planiranje kurikuluma usmjerenog na kompetencije u obrazovanju
uÄitelja i nastavnika [Development of the competence-based curriculum in teacher education].
Zagreb: Faculty of Philosophy, University of Zagreb.
Vujisić-Živkivić, N. (2004). Uloga škole u profesionalnom razvoju nastavnika. Pedagogija, 59(1),
39-47.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Webster, C., Silova, I., Moyer, A., & McAllister, S. (2011). Leading in the age of post-socialist
education transformations: Examining sustainability of teacher education reform in Latvia, Journal of Educational Change, 12, 347–370.
Zeichner, K. M. (2006). Reflections of a university-based teacher educator on the future of collegeand university-based teacher education. Journal of Teacher Education, 57(3), 326-340.
Zgaga, P. (2003). Reforming the Universities of South East Europe in View of the Bologna Process. Higher Education in Europe, 28(October), 251-258.
Zgaga, P. (Ed.) (2006). The prospects of teacher education in South-East Europe. Ljubljana: University of Ljubljana.
Zgaga, P. (2008). Mobility and the European Dimension in Teacher Education. In B. Hudson, &
P. Zgaga. Teacher Education Policy in Europe – A Voice of Higher Education Institutions (pp. 17-41). Umea: University of Umea, Faculty of Teacher Education.
Zgaga, P. (2011). The Role of Higher Education in National Development. In The Europa World of
Learning. London: Routledge. Retreived from http://www.worldoflearning.com
Published
2012-12-31
How to Cite
Pantić, N. (2012). Teacher Education Reforms between Higher Education and General Education Transformations in South- Eastern Europe: Reviewing the Evidence and Scoping the Issues. Center for Educational Policy Studies Journal, 2(4), 71-90. https://doi.org/10.26529/cepsj.337
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