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Standards of teacher competencies in Serbia: comparative analysis with selected countries

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2019
2892.pdf (461.4Kb)
Authors
Teodorović, Jelena
Milin, Vladeta
Stanković, Dejan
Article (Published version)
Metadata
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Abstract
Many countries have embarked on creating standards of teacher competencies with the ultimate goal of improving teaching in their schools. The aim of this paper is to compare Standards of teacher competencies in Serbia with those in countries/regions which perform well on PISA (Australia, Singapore, Ontario, Estonia, the Netherlands and Slovenia) in order to highlight important similarities and differences which potentially account for teacher quality in those countries, as well as inform policymakers in Serbia on how to reformulate standards of teacher competencies and, consequently, improve teacher quality and pupil outcomes. The criteria on which sets of standards in different countries are compared are: development of standards (who and how developed the standards), content of standards (subject knowledge, didactics, etc.), differentiation of standards (existence of separate sets of competencies for novice teachers, experienced teachers, etc.), purpose of standards (tea...cher certification, performance monitoring, career progression, accreditation of teacher education providers, etc.), and context in which the standards operate (whether they are a part of a larger framework of standards and educational practices or not). Several important differences exist between the Standards of teacher competencies in Serbia and selected countries, the greatest being the much higher level of utilisation of standards in various segments of teacher professional lives in those countries than in Serbia. Recommendations for the improvement of standards of teacher competencies in Serbia are draw

Source:
Zbornik Instituta za pedagoška istraživanja, 2019, 51, 2, 614-653
Publisher:
  • Institut za pedagoška istraživanja, Beograd
Funding / projects:
  • From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)
  • Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)

DOI: 10.2298/ZIPI1902614T

ISSN: 0579-6431

WoS: 000505609100006

Scopus: 2-s2.0-85079014311
[ Google Scholar ]
4
3
URI
http://reff.f.bg.ac.rs/handle/123456789/2895
Collections
  • Radovi istraživača / Researcher's publications - Odeljenje za pedagogiju
Institution/Community
Pedagogija / Pedagogy
TY  - JOUR
AU  - Teodorović, Jelena
AU  - Milin, Vladeta
AU  - Stanković, Dejan
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2895
AB  - Many countries have embarked on creating standards of teacher competencies
 with the ultimate goal of improving teaching in their schools. The aim of
 this paper is to compare Standards of teacher competencies in Serbia with
 those in countries/regions which perform well on PISA (Australia, Singapore,
 Ontario, Estonia, the Netherlands and Slovenia) in order to highlight
 important similarities and differences which potentially account for teacher
 quality in those countries, as well as inform policymakers in Serbia on how
 to reformulate standards of teacher competencies and, consequently, improve
 teacher quality and pupil outcomes. The criteria on which sets of standards
 in different countries are compared are: development of standards (who and
 how developed the standards), content of standards (subject knowledge,
 didactics, etc.), differentiation of standards (existence of separate sets
 of competencies for novice teachers, experienced teachers, etc.), purpose of
 standards (teacher certification, performance monitoring, career
 progression, accreditation of teacher education providers, etc.), and
 context in which the standards operate (whether they are a part of a larger
 framework of standards and educational practices or not). Several important
 differences exist between the Standards of teacher competencies in Serbia
 and selected countries, the greatest being the much higher level of
 utilisation of standards in various segments of teacher professional lives
 in those countries than in Serbia. Recommendations for the improvement of
 standards of teacher competencies in Serbia are draw
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Standards of teacher competencies in Serbia: comparative analysis with selected countries
EP  - 653
IS  - 2
SP  - 614
VL  - 51
DO  - 10.2298/ZIPI1902614T
ER  - 
@article{
author = "Teodorović, Jelena and Milin, Vladeta and Stanković, Dejan",
year = "2019",
abstract = "Many countries have embarked on creating standards of teacher competencies
 with the ultimate goal of improving teaching in their schools. The aim of
 this paper is to compare Standards of teacher competencies in Serbia with
 those in countries/regions which perform well on PISA (Australia, Singapore,
 Ontario, Estonia, the Netherlands and Slovenia) in order to highlight
 important similarities and differences which potentially account for teacher
 quality in those countries, as well as inform policymakers in Serbia on how
 to reformulate standards of teacher competencies and, consequently, improve
 teacher quality and pupil outcomes. The criteria on which sets of standards
 in different countries are compared are: development of standards (who and
 how developed the standards), content of standards (subject knowledge,
 didactics, etc.), differentiation of standards (existence of separate sets
 of competencies for novice teachers, experienced teachers, etc.), purpose of
 standards (teacher certification, performance monitoring, career
 progression, accreditation of teacher education providers, etc.), and
 context in which the standards operate (whether they are a part of a larger
 framework of standards and educational practices or not). Several important
 differences exist between the Standards of teacher competencies in Serbia
 and selected countries, the greatest being the much higher level of
 utilisation of standards in various segments of teacher professional lives
 in those countries than in Serbia. Recommendations for the improvement of
 standards of teacher competencies in Serbia are draw",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Standards of teacher competencies in Serbia: comparative analysis with selected countries",
pages = "653-614",
number = "2",
volume = "51",
doi = "10.2298/ZIPI1902614T"
}
Teodorović, J., Milin, V.,& Stanković, D.. (2019). Standards of teacher competencies in Serbia: comparative analysis with selected countries. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 51(2), 614-653.
https://doi.org/10.2298/ZIPI1902614T
Teodorović J, Milin V, Stanković D. Standards of teacher competencies in Serbia: comparative analysis with selected countries. in Zbornik Instituta za pedagoška istraživanja. 2019;51(2):614-653.
doi:10.2298/ZIPI1902614T .
Teodorović, Jelena, Milin, Vladeta, Stanković, Dejan, "Standards of teacher competencies in Serbia: comparative analysis with selected countries" in Zbornik Instituta za pedagoška istraživanja, 51, no. 2 (2019):614-653,
https://doi.org/10.2298/ZIPI1902614T . .

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