How to educate teachers: What can we learn from research insights on teaching and teacher education in Serbia and from contemporary understandings of teaching?
Authors
Radulović, Lidija R.
Stančić, Milan

Contributors
Käpplinger, BerndOvesni, Kristinka

Vranješević, Jelena

Book part (Published version)

Metadata
Show full item recordAbstract
Inspired by the fact that teacher education is often seen as the cause of low quality of
teaching, but also as a potential solution to this problem, in the paper we look for recommendations on how to educate teachers in Serbia. Starting from an analysis of research
data on teacher education, professional development and teaching in Serbia, as well as
from contemporary theoretical understandings of teaching, we derived implications for
teacher education on two levels – systemic and curricular. As important system measures to be taken we point out: finishing establishment of the initial teacher education
system; providing support to the programs of teacher education and induction; changing
system of teachers’ professional development and taking special care for the status of
teacher profession on the state level. The suggestions for the curriculum development
and methodical aspects of teacher education are: focusing the curriculum on the teacher competence, basing teaching on dia...logue, reflection, interdisciplinary approach and
teamwork of teacers and providing context where students feel safe.
Keywords:
teacher education / teacher professional development / contemporary understandings of teachingSource:
Strategies to Improve Quality of Education, 2018, 157-172Publisher:
- Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, Serbia
- Institut für Erziehungswissenschaft Justus-Liebig-Universität Gießen, Germany
Funding / projects:
Institution/Community
Pedagogija / PedagogyTY - CHAP AU - Radulović, Lidija R. AU - Stančić, Milan PY - 2018 UR - http://reff.f.bg.ac.rs/handle/123456789/3441 AB - Inspired by the fact that teacher education is often seen as the cause of low quality of teaching, but also as a potential solution to this problem, in the paper we look for recommendations on how to educate teachers in Serbia. Starting from an analysis of research data on teacher education, professional development and teaching in Serbia, as well as from contemporary theoretical understandings of teaching, we derived implications for teacher education on two levels – systemic and curricular. As important system measures to be taken we point out: finishing establishment of the initial teacher education system; providing support to the programs of teacher education and induction; changing system of teachers’ professional development and taking special care for the status of teacher profession on the state level. The suggestions for the curriculum development and methodical aspects of teacher education are: focusing the curriculum on the teacher competence, basing teaching on dialogue, reflection, interdisciplinary approach and teamwork of teacers and providing context where students feel safe. PB - Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, Serbia PB - Institut für Erziehungswissenschaft Justus-Liebig-Universität Gießen, Germany T2 - Strategies to Improve Quality of Education T1 - How to educate teachers: What can we learn from research insights on teaching and teacher education in Serbia and from contemporary understandings of teaching? EP - 172 SP - 157 UR - https://hdl.handle.net/21.15107/rcub_reff_3441 ER -
@inbook{ author = "Radulović, Lidija R. and Stančić, Milan", year = "2018", abstract = "Inspired by the fact that teacher education is often seen as the cause of low quality of teaching, but also as a potential solution to this problem, in the paper we look for recommendations on how to educate teachers in Serbia. Starting from an analysis of research data on teacher education, professional development and teaching in Serbia, as well as from contemporary theoretical understandings of teaching, we derived implications for teacher education on two levels – systemic and curricular. As important system measures to be taken we point out: finishing establishment of the initial teacher education system; providing support to the programs of teacher education and induction; changing system of teachers’ professional development and taking special care for the status of teacher profession on the state level. The suggestions for the curriculum development and methodical aspects of teacher education are: focusing the curriculum on the teacher competence, basing teaching on dialogue, reflection, interdisciplinary approach and teamwork of teacers and providing context where students feel safe.", publisher = "Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, Serbia, Institut für Erziehungswissenschaft Justus-Liebig-Universität Gießen, Germany", journal = "Strategies to Improve Quality of Education", booktitle = "How to educate teachers: What can we learn from research insights on teaching and teacher education in Serbia and from contemporary understandings of teaching?", pages = "172-157", url = "https://hdl.handle.net/21.15107/rcub_reff_3441" }
Radulović, L. R.,& Stančić, M.. (2018). How to educate teachers: What can we learn from research insights on teaching and teacher education in Serbia and from contemporary understandings of teaching?. in Strategies to Improve Quality of Education Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, Serbia., 157-172. https://hdl.handle.net/21.15107/rcub_reff_3441
Radulović LR, Stančić M. How to educate teachers: What can we learn from research insights on teaching and teacher education in Serbia and from contemporary understandings of teaching?. in Strategies to Improve Quality of Education. 2018;:157-172. https://hdl.handle.net/21.15107/rcub_reff_3441 .
Radulović, Lidija R., Stančić, Milan, "How to educate teachers: What can we learn from research insights on teaching and teacher education in Serbia and from contemporary understandings of teaching?" in Strategies to Improve Quality of Education (2018):157-172, https://hdl.handle.net/21.15107/rcub_reff_3441 .