2 The publication has received financial support from the Polish Minis - try of Science and Higher Education under subsidy for maintaining the research potential of the Faculty of Pedagogy and Psychology, University of Bialystok. The organization of the ATEE 2018 Spring Conference “Designing Teacher Education and Professional Development for the 21 st Century: Current Trends, Challenges and Directions for the Future” was financed under agreement 550/P-DUN/2018 with the funds from the Polish Minister of Science and Higher Education for the dissemination of science. The conference and conference proceedings were made possible by the additional EduLAw project co-funded by the Erasmus+ Programme of the the European Union. The European Commission support does not con - stitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 3 Rethinking Teacher Education for the 21 st Century Trends, Challenges and New Directions Edited by Marta Kowalczuk-Walędziak Alicja Korzeniecka-Bondar Wioleta Danilewicz Gracienne Lauwers Verlag Barbara Budrich Opladen, Berlin & Toronto 2019 4 © 2019 This work is licensed under the Creative Commons Attribution-ShareAlike 4.0. (CC-BY-SA 4.0) It permits use, duplication, adaptation, distribution and reproduction in any medium or format, as long as you share under the same license, give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. To view a copy of this license, visit https://creativecommons.org/licenses/by-sa/4.0/ © 2019 Dieses Werk ist beim Verlag Barbara Budrich GmbH erschienen und steht unter der Creative Commons Lizenz Attribution-ShareAlike 4.0 International (CC BY-SA 4.0): https://creativecommons.org/licenses/by-sa/4.0/ Diese Lizenz erlaubt die Verbreitung, Speicherung, Vervielfältigung und Bearbeitung bei Verwendung der gleichen CC-BY-SA 4.0-Lizenz und unter Angabe der UrheberInnen, Rechte, Änderungen und verwendeten Lizenz. This book is available as a free download from www.barbara-budrich.net (https://doi.org/10.3224/86649453). A paperback version is available at a charge. The page numbers of the open access edition correspond with the paperback edition. ISBN 978-3-8474-2241-9 (paperback) eISBN 978-3-8474-1257-1 (ebook) DOI 10.3224/84742241 Verlag Barbara Budrich GmbH Stauffenbergstr. 7. D-51379 Leverkusen Opladen, Germany 86 Delma Drive. Toronto, ON M8W 4P6 Canada www.barbara-budrich.net A CIP catalogue record for this book is available from Die Deutsche Bibliothek (The German Library) (http://dnb.d-nb.de) Jacket illustration by Bettina Lehfeldt, Kleinmachnow – www.lehfeldtgraphic.de Language revision by Alison Romer, Lancaster, UK Typesetting by Mieczysław Rabiczko, Bialystok, Poland Printed in Europe on acid-free paper by paper&tinta, Warsaw Contents Acknowledgements The Editors 9 11 Introduction Chapter 1 A Time for Reflection and Dialogue: How Do We Educate Teachers to Meet the Challenges of the 21 st Century? Marta Kowalczuk-Walędziak, Alicja Korzeniecka-Bondar, Wioleta Danilewicz, and Gracienne Lauwers 15 PART I Issues, Trends and Policies Chapter 2 Still Building a Better World? Research Reflections on Teacher Education and Identity Amélia Lopes 27 Chapter 3 Reshaping Teacher Training to Get the Right Education System for a Knowledge Society Gracienne Lauwers 43 Chapter 4 Let It Begin with Me: The Forging of a Professional Teacher Educator Self Jennifer Yamin-Ali 54 5 Chapter 5 The Albanian Student-Teacher Perspective on Reasons for Choosing Teaching as a Career Livia Nano, Nada Kallçiu, and Nikoleta Mita 79 Chapter 6 Educational Agility Neus Lorenzo Galés and Ray Gallon 98 Chapter 7 No Teacher without a Student... A Theoretical Analysis and Practical Implications of Educational Changes in the Era of Digital Natives Katarzyna Skok 111 Chapter 8 Initial Teacher Education Policies: A Comparison between Italy and the UK. Recent Trends and Future Prospects Francesco Magni 127 Chapter 9 Initial Teacher Training Challenges in a Context of Educational Reform in Lithuania 140 Aušra Rutkienė and Tetiana Ponomarenko Chapter 10 The Teaching Profession in Albania and the Continuous Need for Improvement through Teacher Training Reforms Heliona Miço 150 Chapter 11 Teaching Practice in the Albanian Context: Student-Teachers’ Perceptions regarding their Experience in Teaching Manjola Zaçellari (Lumani) 168 Chapter 12 Teachers’ Workplace and Personal Wellness: Perspectives from South African Legislation and Policies Erika Kruger and Lynette Jacobs 184 6 PART II Challenges and Tensions Chapter 13 An Exploration into the Value of Formative Assessment and the Barriers Associated with the Implementation of Formative Strategies Frances Green 203 Chapter 14 The Importance of Physical Activity in the Normative Development of Mental Body Representations during Adolescence. Implications for Teacher Education Beata Mirucka and Monika Kisielewska 223 Chapter 15 Children’s Rights and Human Rights as a Key Condition for the Education of Transformative Teachers 239 Anna Babicka-Wirkus Chapter 16 Are Innovations a Contribution to the Professional Development of Teachers? 253 Elżbieta Jaszczyszyn and Iwona Lewkowicz Chapter 17 Teachers’ Team Learning in the Context of Creating Learning Schools: Implications for Teacher Education 269 Bożena Tołwińska Chapter 18 Components, Models and Operational Mechanisms of Teacher Collaboration 283 Katalin Tóth-Pjeczka, Nóra Rapos, and Judit Szivák Chapter 19 Didactic Cooperation between Teachers and Students in Higher Education: Utopia or Real Opportunity? 300 Anna Krajewska 7 PART III Practices and Strategies Chapter 20 A COOL Lab for Teacher Education 319 Barbara Sabitzer, Heike Demarle-Meusel, and Christoph Painer Chapter 21 Intercultural Learning for Pupils and Teachers: A Good Practice Case Study from an Erasmus+ Project 329 Elisa Briga Chapter 22 A Restorative Approach to Address Cyber Bullying 340 Roelof Petrus Reyneke Chapter 23 Motivational Strategies of Local and Foreign Students: Socio-Cultural Commonalities and Differences 355 Julia Kazakova Chapter 24 The Importance of Emotional Intelligence in the Creative Activity of Students 368 Katarzyna Szorc and Beata Kunat Chapter 25 Exploring Learning and Teaching Needs of Elderly People: A Comparative Study 381 Emilia Kramkowska, Wioleta Danilewicz, Tomasz Prymak, and Joăo Pedro Constâncio Index 398 8 Acknowledgements This book has its origins in the intellectually enriching experience of the ATEE Spring Conference which took place on June 7–9, 2018 at the Uni - versity of Bialystok, Poland. I am grateful to the Association for Teacher Education in Europe (ATEE) for their support, and particularly to Åsa Morberg (President of the ATEE), Ronny Smet (RDCs coordinator), and Mariagrazia Tagliabue (Head of the Office) who have contributed greatly to the improved quality of the conference programme. I would like to extend my gratitude to the Dean’s Board and my col - leagues from the Faculty of Pedagogy and Psychology of the University of Bialystok for their great support and friendly working atmosphere before, during and after the conference. I also express my special thanks to the reviewers for their helpful and constructive comments that have helped to improve the quality and reada - bility of the chapters: Linda Daniela, University of Latvia, Latvia Gracienne Lauwers, Free University of Brussels, Belgium Roza Valeeva, Kazan Federal University, Russia Otilia Clipa, Stefan cel Mare University of Suceava, Romania Wioleta Danilewicz, University of Bialystok, Poland James Underwood, University of Northampton, UK Zanda Rubene, University of Latvia, Latvia Alicja Korzeniecka-Bondar, University of Bialystok, Poland Marta Kowalczuk-Walędziak, University of Bialystok, Poland Special thanks go to Professor Gracienne Lauwers – the coordinator of the EduLAw Erasmus+ programme ‘Introducing modules on law and rights in programmes of teacher training and educational sciences: A contribution to 9 Acknowledgements building rights-based education systems in countries in transition’ – for her contribution to the organization of the conference and her support through - out the process of completing this book. Finally, I would like to thank all of the chapter contributors for giv - ing their time and sharing great expertise on teacher education for the 21 st century. Marta Kowalczuk-Walędziak Chair of the Organising Committee 10 The Editors Marta Kowalczuk-Walędziak (Ph.D.) is an assistant professor at the Faculty of Pedagogy and Psychology, University of Bialystok, Poland. Her main research interests focus on the impact of research higher degrees on teachers’ professional development, linking educational theory and prac - tice (practitioner research), and the sense of social agency of educational professionals. She is a member of the Administrative Council of the Asso - ciation for Teacher Education in Europe (ATEE). She serves on the editorial board of the Eastern European Journal of Transnational Relations , and is an associate editor of the Polish Journal of Educational Studies . In 2016, she was awarded a Scholarship for Outstanding Young Scientists from the Ministry of Science and Higher Education in Poland (2016–2019). Cur - rently, she is a short-term visiting professor at the Department of Human and Social Sciences at the University of Bergamo, Italy. Alicja Korzeniecka-Bondar (Ph.D.) is an associate professor at the Fac - ulty of Pedagogy and Psychology, University of Bialystok, Poland. Her research interests deal with teachers’ lives, balance between work and life, temporal dimension of teachers’ work, building communities of learners in higher education, and developing academic writing skills. She is an Editor- in-Chief of the journal “Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN” [“Parrhesia. Journal of the Forum of Young Scholars at the Committee of Education Sciences of the Polish Academy of Sciences”]. She is the author and co-author of 70 scien - tific articles concerning various aspects of teacher’s work and education. Her most recent book is: Daily Time at School. Phenomenographic Study of Teachers’ Experiences (2018). 11 The Eitors Wioleta Danilewicz (Ph.D.) is an associate professor at the Faculty of Ped - agogy and Psychology, University of Bialystok, Poland. She is an Associate Dean for Scientific Affairs of the Faculty of Psychology and Pedagogy of the University of Bialystok. She serves as an Editor-in-Chief of the Polish Journal of Educational Studies . Her main research interests focus on the modern family, and social consequences of migration and multicultural education. She is an Author and Editor of numerous publications in the field of education (social pedagogy). Gracienne Lauwers , Lic. Iur., Lic. Arts. (Belgium), Ph.D. Law (Nether - lands) is professor of Law at the Vrije Universiteit Brussel (Belgium) and visiting professor at Trento University (Italy), Vytautas Magnus and Vil - nius University (Lithuania), and the University of the Free State (South Africa). She serves as the executive director of the European Association for Education Law and Policy and is currently grantholder of the Erasmus+ EduLAw project on the introduction of Law and Rights Modules in Teacher Training Programmes. She has published widely on issues of education law and policy. 12 13 A Time for Re ection and Dialogue Introduction Marta Kowalczuk-Walędziak, Alicja Korzeniecka-Bondar, Wioleta Danilewicz, and Gracienne Lauwers 14 15 A Time for Re ection and Dialogue Chapter 1 A Time for Reflection and Dialogue: How Do We Educate Teachers to Meet the Challenges of the 21 st Century? Marta Kowalczuk-Walędziak * , Alicja Korzeniecka-Bondar * , Wioleta Danilewicz * , and Gracienne Lauwers ** * Faculty of Pedagogy and Psychology, University of Bialystok, Bialystok, Poland ** Vrije Universiteit Brussel, Brussel, Belgium ABSTRACT : The reality of teachers’ work in the 21 st century is changing rap - idly. Bringing technology into schools, the increasing complexity of learn - ing and teaching in diverse classrooms, the growing societal expectations of raising students’ achievements and the need for tailoring and implement - ing innovative teaching practices are just some of the factors driving this change. In this situation, teacher education and professional development arise as a substantial means to prepare teachers to confront these and other challenges to the teaching profession. This introductory chapter sets the stage for this book by exploring different issues of (re)designing teacher education and professional development in accordance with current as well as future circumstances. It aims to address the main question on how we educate (future) teachers to meet the challenges of the 21 st century. In par - ticular, it focuses on main actors, contextual factors and reflective strategies of improving the quality of teacher education and professional development. KEYWORDS : teacher education, teacher professional development, 21 st cen- tury, (re)designing teacher education and professional development Introduction Anyone who thinks that this book will be a series of highly normative guidelines about what 21 st century teacher education should, or should not be like – or what makes or does not make effective teacher education CONTACT Marta Kowalczuk-Walędziak, EMAIL : m.kowalczuk@uwb.edu.pl 16 Marta Kowalczuk-Wal dziak, Alicja Korzeniecka-Bondar, Wioleta Danilewicz, and Gracienne Lauwers programmes – may be disappointed. Instead, the main aim of this book is to invite a readership to continue a reflective conversation on how we educate (future) teachers to meet the challenges of the 21 st century. This, imme - diately, raises important questions about this invitation: who is ‘we’, why now, and why the reflective conversation? Before we start to answer these questions, it is noteworthy that in this book the term ‘teacher education’ is used in its broadest sense and refers both to initial teacher preparation and continuing professional development. Who is ‘we’? Answers to the first question include all those who recognize that the prepa - ration for and launch of new strategies for preparing (future) teachers to meet the challenges of our fast-changing global world requires the attention of various actors involved in the teacher education process. These include governments; local, regional and national authorities; policymakers; teacher educators; researchers; lawyers; the private sector; the non-profit sector and finally, what is very important, student teachers and teachers themselves. It is noteworthy that all of these groups assign different priorities to the most important issues to be solved, improved or examined in order to make true progress. Therefore, it is vital to analyse and coordinate these multiple voices, perspectives, principals and proposals in order to develop a more compre - hensive picture of the current systems of teacher education and its further developments. Therefore, the authors of the chapters included in this book represent a wide range of expertise and experiences, e.g. teacher educators, researchers, lawyers, practitioners, and heads of non-profit organizations. Why now? Over the last two decades of the 21 st century schools and teachers across the globe have been faced with many challenges, tensions and paradoxes ( Ben-Peretz and Flores, 2018). According to Flores (2016, p. 190), these include: the multicultural settings in which teachers have to work and a broaden - ing of their role, which goes beyond the traditional boundaries of subject matter; changes occurring in social agencies; greater influence of the mass media in the education of children and young people; the co-existence of different educational models in a multicultural society the fragmentation 17 A Time for Re ection and Dialogue of teachers’ work; growing opportunities for learning outside school owing to the development of information and communication technologies; and, the increasing accountability, bureaucracy and public scrutiny. In this context, teacher education arises as a substantial means to prepare teachers to confront these and other new challenges to the teaching profes - sion. This assumption is supported by some studies indicating that teachers’ effectiveness depends on the quality of their pre-service or in-service training ( Darling-Hammond, 2017; OECD, 2011; Zuzovsky, 2009). However, it needs to be indicated that the quality of teacher education and professional devel - opment has a positive impact not only on teachers themselves (especially in terms of knowledge and skills), as well as their students’ learning outcomes and school development, but also on the economic growth and intellectual property of (future) societies. Indeed, as Linda Darling-Hammond (cited in Martin and Mulvihill, 2017, p. 81) emphasized, “[t]he work of teaching is the work on which this profession and all others depend”. This seems to be par - ticularly important in societies which have experienced “political, socio-eco - nomic and spiritual transformations in recent decades” ( Valeeva and Gafurov, 2017, p. 343), and as consequence, the models of teacher preparation need to be redefined. This issue will be broadly discussed in this book in reference to the Albanian (Chapter 10, Miço; Chapter 11, Zaçellari (Lumani)), and to some extent the Russian contexts (Chapter 23, Kazakova). There is a growing body of research indicating that different countries across the globe have been making a considerable effort of reforming their teacher education systems (e.g., Livingston and Shiach, 2009; Mayer, Pech - eone, and Merino, 2012; McIntyre, 2005; Munthe, Malmo, and Rogne, 2011; Valeeva and Gafurov, 2017), and creating new strategies and approaches amidst the above-mentioned challenges. Although these efforts demonstrate in many cases a powerful potential to build new ways of educating teachers, they should be systematically evaluated by the extent to which they address fast-changing classroom realities (Borawska--Kalbarczyk, Tołwińska, and Korzeniecka-Bondar, 2019). Furthermore, as Darling-Hammond argues (cited in Martin and Mulvihill, 2017), there is still “a lot of work to do in the profession to take the best models of teacher education and make those the routine and the norm, rather than the exception” (p. 78). Against this background, it is highly relevant to rethink the objec - tives, content and methodologies of teacher education for the 21 st century. Therefore, this book is intended to provide valuable and fresh insights from research studies and examples of best practices from Europe and all over 18 Marta Kowalczuk-Wal dziak, Alicja Korzeniecka-Bondar, Wioleta Danilewicz, and Gracienne Lauwers the world on the strengths and limitations of different models, strategies, approaches and policies related to teacher education and training in and for the changing times. These efforts may inspire existing or possible national and local activities to better match the changes that have taken place. Why the reflective conversation? This is mainly because the intention of this book is not only to familiarize readers with new models, strategies, and approaches to teacher education, and how they have been implemented in different contexts, but also to pro - mote critical reflection and stimulate a discussion on teachers’ preparation, and to some extent within the preparation of teachers. According to Dewey (1933, p. 11) ‘reflection’ is “an active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and further conclusions to which it leads”. By emphasizing the need to rethink teacher education for the 21 st century in this way, we would like to stress the necessity of giving attention to alternative views, solutions and approaches to different issues in teacher education, to listen to more than one side of the issue, and to understand and respect reasons and expectations of different actors in the teacher education process. Bearing in mind the first question who is ‘we’? such dialogical and reflective approaches may also be useful in creating partnerships between different groups responsible for the quality of teacher education as well as in closing or reducing still-existing gaps or those back-and-forths between theory and practice, research and practice, policy and practice ( Darling-Hammond, 2017). ATEE 2018 Spring Conference This book not only invites readers for reflective conversation on the body of its content, but it presents a culmination of the reflective and intellectu - ally enriching conversations that took place during the ATEE 2018 Spring Conference on ‘Designing Teacher Education and Professional Develop - ment for the 21 st century: Current Trends, Challenges and Directions for the Future’ (Bialystok, 7–9 June 2018). The Association for Teacher Education in Europe (ATEE) 1 is a non- profit European organisation aimed at enhancing the quality of teacher See https://atee.education. 1 19 A Time for Re ection and Dialogue education in Europe and supporting the professional development of teach - ers and teacher educators at all levels. The ATEE involves members from more than forty countries and offers them a wide range of experiences concerning research projects, seminars, discussions, publications, etc. The Research and Development Communities (RDCs) are the core of this organisation, creating a backbone for social coherence within the Asso - ciation. They provide the first platform for dialogue, exchange and joint international activities between individuals and institutions. In addition, the exchange of research and practice is facilitated by the publication of the European Journal of Teacher Education A large proportion of the Association’s activities relate to the organ - isation of winter, spring and annual conferences that provide a unique international forum for critical reflection, active dialogue and exchange of research and practice in the field. The Annual Conference is held each year in a different country and covers a wide range of issues related to teacher education. Two smaller conferences, the Spring Conference and the Winter Conference, are also organised each year. During these meetings specific themes in the field are discussed. The main aims of the ATEE 2018 Spring Conference were to (1) address the major trends, challenges and strategies for 21 st century-oriented teacher education and professional development; (2) provide valuable and fresh insights from research studies and examples of best practices from Europe and all over the world on the strengths and limitations of different mod - els, strategies, approaches and policies related to teacher education and professional development in and for the changing times. The conference was hosted by the Faculty of Pedagogy and Psychology of the University of Bialystok (Poland), which is the largest higher education institution for teachers and other educational professionals in north-eastern Poland, with a long-standing tradition of teacher education. The University of Bialystok has been developing scientific cooperation with the largest institutions in the world and has conducted international research projects. Because of its cross-border location, it also provides a good base from which to strengthen relationships between researchers and educators from Eastern Europe and the Baltic Countries (Lithuania, Belarus, Ukraine and Russia) 2 . Therefore it served as a perfect place for international discussion on teacher education The University of Bialystok is a member of Border University Network (https://sup.uwb.edu.pl/ en/). 2 20 Marta Kowalczuk-Wal dziak, Alicja Korzeniecka-Bondar, Wioleta Danilewicz, and Gracienne Lauwers and professional development for the 21 st century. 3 The conference received significant interest from researchers from all over the world. Over 150 del - egates, in particular from Poland, the United Kingdom, Lithuania, Latvia, Russia, Belarus, Serbia, Italy, Belgium, Sweden, Finland, Portugal, Croatia, Hungary, Australia and Japan attended the event. The conference theme was developed by discussing the following issues: – Teacher Education for Diversity – Teachers’ Digital Competences – Reforming Teacher Education: Standards and Qualifications – Teacher Education: Policy and Law – Teacher Educators – New Strategies for Improving the Quality of Teachers and Teacher Education – Becoming a Teacher – Towards the Development of Teacher Identity – ICT and Digital Resources in Teacher Education – Dialogue, Collaboration and Teacher Learning Communities – Teacher Education Policies – Teachers’ Professional Development Needs – Models and Strategies of In-service Teacher Education – Teachers’ Everyday Work – Dealing with Challenging Students – Cyberbullying in Education One of the important parts of the conference was a presentation of the Eras - mus+ project results: ‘Introducing Modules on Law and Rights in Programmes of Teacher Training and Educational Sciences: a Contribution to Building Rights-Based Education Systems in Countries in Transition’. 4 The main aims of this project are to support eligible partner countries (Belarus, Rus - sia, Albania) in updating their curricula and to better prepare their staff and students for a rights-based school governance and teaching process, and to 3 The conference was supported with funds from the Polish Minister of Science and Higher Ed- ucation for the dissemination of science (No. 550/P-DUN/2018). 4 The ERASMUS+ Application 573540-EPP-1-2016-1-BE-EPPKA2-CBHE-JP ‘Introducing Modules on Law and Rights in Programmes of Teacher Training and Educational Sciences’ was submitted with the consortium including Vrije Universiteit Brussel, Vytautas Magnus Uni - versity, University of Bialystok, European Association for Education Law and Policy, Univer - sity of Tirana, Aleksander Moisiu University of Dürres, Francisk Skorina Gomel State Univer - sity, Belarusian State Pedagogical University, Moscow City University, Kutafin Moscow State Law University, Mari State University, Northern (Arctic) Federal University named after M.V. Lomonosov, National Research University Higher School of Economics. See http://edulaweu. eu and https://www.youtube.com/channel/UCZXUc4iZZ63S1ityarIm_Tg.